The article presents a conceptual reflection of some epistemological currents of science and technology. In a brief way, it deals with the thought of eight philosophers of the sciences (Comte, Popper, Kuhn, Lakatos, Feyerabend, Lacey, Bachelard and Hacking), five approaches from the epistemology of technology (instrumentalism, technological determinism, the school of social constructivism of technology (SCOT), Hughes' technological systems and the model of technological change) and the Echeverría's techno-science. It is intended that this reflection can be used as an epistemological conceptual basis in research related to science, technology, and engineering, as well as in the design of teaching in these areas, that is, in the curriculum. In particular, the articulation of science and technology is sought. Finally, as an exercise, a methodological alternative is proposed in which the design of instruments is used as a bridge between science education and technology and engineering education. Methodologically and conceptually it is based on a hermeneutic philosophical conception that used content analysis as data analysis. This paper belongs to an academic discussion that takes part of the doctoral thesis of the first author of this document, under the direction of the second author.