RESEARCH REPORTED HERE WAS DESIGNED TO DETERMINE THE EFFECTS OF INDUCTIVE, DEDUCTIVE, AND INTUITIVE APPROACHES FOR TEACHING SELECTED GEOGRAPHIC CONCEPTS. THE EXPERIMENT WAS CONDUCTED IN A CULTURALLY ADVANTAGED PRIMARY SCHOOL ENVIRONMENT USING INSTRUCTIONAL MATERIALS AND A CRITERION PRETEST AND POST-TEST. THE MATERIALS AND TESTS WERE DEVELOPED SPECIFICALLY FOR THIS STUDY TO TEACH THE SELECTED CONCEPTS AND TO EVALUATE UNDERSTANDING AS WELL AS THE ABILITY TO APPLY THE CONCEPTS. PREPARATIONS FOR THE STUDY INCLUDED ORIENTATION OF TEACHERS, SELECTION OF EXPERIMENTAL AND CONTROL GROUPS, AND PRETESTING THE PARTICIPATING CHILDREN. AFTER INSTRUCTION, POST-TESTS WERE ADMINISTERED, MACHINE PROCESSED, AND ANALYZED. RESULTS INDICATED ALL THREE APPROACHES WOULD BE SUCCESSFUL FOR TEACHING THE SELECTED CONCEPTS TO THE PRIMARY GROUP STUDIED. IT WAS CONCLUDED THAT GEOGRAPHIC CONCEPTS COULD BE TAUGHT AT THE SECOND- AND THIRD-GRADE LEVELS. THE DEDUCTIVE APPROACH WAS CONCLUDED TO BE MOST APPROPRIATE FOR TEACHING THE SELECTED CONTENT TO THE POPULATION STUDIED. SUGGESTIONS ARE PRESENTED FOR FURTHER STUDY OF CONCEPT FORMATION RELATED TO PRIMARY GRADE SOCIAL STUDIES. (WN)