This article develops the idea that the sciences of the design perspective offer a more adequate solution for bridging the gap between explanations and prescriptions in educational research. This idea is developed over the following steps: first, the scope of the analysis and the problem of the relationship between explanations and prescription are expounded; second, the article examines the relevance of the science of the design perspective and the advantages compared with the traditional view in educational research; third, it considers educational research as a science of design; and finally, predictions and prescriptions are assigned a new role in the field of educational research. (Contains 1 note.)