AN EXPERIMENTAL MULTILEVEL INSTRUCTIONAL PROCEDURE FOR TEACHING HISTORY AS AN INQUIRY PROCESS WAS TESTED ON EIGHT SEVENTH-GRADE CLASSES TO INVESTIGATE CHANGES IN TEACHING BEHAVIOR AND PUPIL LEARNING OUTCOMES, AS COMPARED WITH CONVENTIONAL TEXTBOOK METHODS. WHILE NO CLEAR EVIDENCE WAS OBTAINED THAT PUPILS PREFERRED TO WORK WITH THE MULTILEVEL MATERIALS, TESTS INDICATED THAT STUDY SKILLS AND CRITICAL THINKING WERE IMPROVED BY USE OF THE EXPERIMENTAL INQUIRY METHOD. USE OF MULTILEVEL MATERIALS APPEARED TO HAVE LITTLE EFFECT ON TEACHING BEHAVIOR. (JK)