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Abstract

This article examines the merits of the proposition that design and inquiry are conceptual parallels. It does so by first looking closely at the inquiry-related discourse within science education, then at aspects of the design discourse within engineering, and finally within technology education. Convergences and divergences of these two streams of curricular advocacy are then identified, and implications and conclusions with respect to curriculum and instruction in both subjects are suggested. © 2006 Wiley Periodicals, Inc. J Res Sci Teach 43: 255–281, 2006