This paper will consider the findings of 'Interaction', a report commissioned by the Engineering Council
and the Engineering Employers' Federation, to explore the relationship between science and design and
technology in secondary schools.
The paper begins by summarising the epistemological and other key differences between science and
technology, based on a literature review. It will continue with a description of the methods used to investigate
the views of the science and design and technology education communities. The paper will then
report these views and use them to present a rationale for a closer relationship between the two subjects.
Then the paper will describe models whereby a closer relationship may be achieved, taking into account
the barriers to progress identified in the report.
Following a list of the recommendations made in the 'Interaction' report, the paper will end with the
progress made so far in implementing these recommendations and discuss how this implementation can
be seen in terms of robust professional development and the creation of new professional knowledge
