COMPARED WERE TWO TEACHING METHODS, LECTURE-DEMONSTRATION AND INDIVIDUAL INVESTIGATION, IN TEACHING A SCIENCE METHODS COURSE FOR PROSPECTIVE ELEMENTARY SCHOOL TEACHERS. COMPARISONS WERE MADE REGARDING (1) CONFIDENCE TOWARD TEACHING SCIENCE, (2) ATTITUDES TOWARD SCIENCE, (3) ACHIEVEMENT IN SCIENCE, AND (4) STUDENT TEACHING BEHAVIORS IN SCIENCE. THE SAMPLE CONSISTED OF WOMEN STUDENTS IN THREE SECTIONS OF A SCIENCE EDUCATION COURSE AT OKLAHOMA STATE UNIVERSITY. THE STUDENTS IN THE TWO EXPERIMENTAL GROUPS PERFORMED THEIR ACTIVITIES INDIVIDUALLY. THE CONTROL GROUP, USING THE SAME ACTIVITIES IN THE SAME SEQUENCE, HAD ACTIVITIES DEMONSTRATED BY FOUR STUDENT TEAMS. ALL GROUPS WERE PRETESTED AND POST-TESTED WITH THE DUTTON SCIENCE ATTITUDE SCALE, THE EVANS CONFIDENCE SCALE, AND THE READ GENERAL SCIENCE TEST. A QUESTIONNAIRE, SUMMARY OF STUDENT TEACHING BEHAVIORS IN SCIENCE, WAS GIVEN DURING THE STUDENT TEACHING PERIOD. IT WAS CONCLUDED AT THE .05 LEVEL OF CONFIDENCE, (1) THAT THERE IS NO SIGNIFICANT DIFFERENCE IN SCORES IN (A) ATTITUDES TOWARDS SCIENCE, OR (B) SCIENCE ACHIEVEMENT, (2) THAT THERE IS NO SIGNIFICANT DIFFERENCE IN SUMMARIES OF STUDENT TEACHING BEHAVIORS, AND (3) THAT THE EXPERIMENTAL GROUPS SCORED SIGNIFICANTLY HIGHER THAN THE CONTROL IN CONFIDENCE TOWARD TEACHING SCIENCE. A PARTIAL OUTLINE OF THE COURSE ACTIVITIES USED IN THIS STUDY IS APPENDED. (DS)