WP6j: Using science in design and technology A book chapter and a guide for teachers will be produced. These will be built on theoretical perspectives on learning as situated, the relationship between science and technology and the use of knowledge in action (see for example Layton, 1991). These perspectives address the tension between on the one hand that science constitutes an important component of modern technology and, on the other hand, that technology as a form of knowledge (see Mitcham, 1994) is highly situated in practical contexts. Therefore, science knowledge cannot be used in a straightforward way in practical technological contexts. Following these perspectives, the material will build on the conception of technology as not simply 'applied science', nor a motivational tool for science learning, but as a knowledge domain in itself. Still, science is a relevant knowledge component in this highly dynamic domain of knowledge and activity, and the material will attend to the challenges of reconstructing science knowledge into practical action. Due to the practical, problemsolving nature of technology, inquiry constitutes a natural part of technological activity. Some effort will also be put into elaborating on how this form of inquiry can be considered, and used in teaching, in terms of the concept of inquiry learning in science. The relationship between science and technology as knowledge domains in the school curriculum differs a lot between countries in Europe (and elsewhere). While design and technology in Norway is incorporated in the curriculum for several