THE TEXTS OF THREE LECTURES CONSTITUTE THIS BOOKLET. TWO OF THESE LECTURES WERE USED TO SET THE PHILOSOPHICAL AND FUNCTIONAL TONE FOR THE 1963 AND 1964 AMERICAN ASSOCIATION FOR THE ADVANCEMENT OF SCIENCE WRITING CONFERENCES DURING WHICH "SCIENCE--A PROCESS APPROACH" WAS PRODUCED. THE THIRD LECTURE WAS PRESENTED TO TEACHERS WHO WERE PREPARING TO USE "SCIENCE--A PROCESS APPROACH." THE THREE ADDRESSES DISCUSS THE SAME TOPIC BUT EACH IN A CONTEXT APPROPRIATE TO ITS ORIGINAL PRESENTATION. INCLUDED IS A LIST OF GOALS FOR SCIENCE EDUCATION AND A RATIONALE FOR EMPHASIZING THE PROCESSES OF SCIENCE RATHER THAN PARTICULAR CONTENT. SUPPORT FROM EDUCATIONAL PSYCHOLOGY FOR THIS MODE OF EDUCATION IS GIVEN. THE HIGHLY COMPLEX PROCESSES COMPRISING THE INTELLECTUAL ACTIVITIES OF SCIENTISTS ARE REDUCED TO SUBUNITS. THE LEAST COMPLEX OF THESE SUBUNITS WOULD BE TAUGHT EARLIEST IN SCHOOL, LATER TO BE INTEGRATED TO FORM MORE COMPLEX PROCESSES. FOR INSTANCE, A CHILD WOULD BEGIN TO LEARN EARLY TO OBSERVE, CLASSIFY, COMMUNICATE, AND MEASURE. IN LATER YEARS, THESE AND OTHER FUNDAMENTAL PROCESS SKILLS WOULD BE USED AS PART OF MORE COMPLEX PROCESSES SUCH AS FORMULATING HYPOTHESES AND DRAWING INFERENCES. FACTS, PRINCIPLES, AND CONCEPTS WERE NOT TO BE ELIMINATED BY USING THIS MODE OF INSTRUCTION RATHER THE OPERATIONS AND PROCESSES OF SCIENCE WOULD BE LEARNED WITHIN THE CONTEXT OF KEY IDEAS FROM SCIENCE. FOR EXAMPLE, "THE DIVERSITY OF LIVING THINGS" IS A KEY IDEA THAT WOULD SERVE AS ONE OF THE VEHICLES FOR TEACHING PROCESSES OF SCIENCE. THIS BOOKLET ALSO DEALS WITH THE GRADE PLACEMENT OF PROCESS SKILLS AND OFFERS SPECIFIC EXAMPLES OF ACTIVITIES TO TEACH PROCESS SKILLS. THIS DOCUMENT IS AVAILABLE AS AAAS MISCELLANEOUS PUBLICATION 65-8 FROM THE AMERICAN ASSOCIATION FOR THE ADVANCEMENT OF SCIENCE, 1515 MASSACHUSETTS AVENUE, N.W., WASHINGTON, D.C. 20005, 35 PAGES. (RS)