Understandings and cooperation must be improved between researchers in pure science and applied science, and in this case, industrial arts. Technology has crept into science but is seldom an organized part of the science curriculum. Few science teachers have contact with engineers or technologists, while industrial arts teachers typically have weak science backgrounds--facts that leave the door wide open for establishing extensive relationships between industrial arts (technology) and science. The two areas can contribute to each other for their mutual benefit. The basis for productive relationships at the secondary and teacher education levels does exist, but only if both parties can communicate what they have to offer. One of the first steps to logical and effective communication is settling on some standard definitions to improve the possibilities for greater understanding. A salient distinguishing characteristic between science and technology is that science observes nature in order to derive principles, laws, and generalizations, while technology practices in order to test or refine theories of efficient action. Technology/industrial arts educators are often confused and duplicate existing instruction in academic subjects deemphasizing laboratory activities. Industrial arts teachers must be able to teach industrial technology as a laboratory subject. (YLB)