The Learning in Science Project established that children from a young age construct out of their everyday experiences views which they use to explain their world and that these views are remarkably resistant to replacement by scientifically more useful views. Although science lessons tend to be based upon activities which are designed by teachers and textbook writers to establish specific scientific viewpoints, experience with these activities does not have the intended influence for many children. Their views, if changed at all, are not changed in the expected way; they remain unaware or unimpressed by the scientific viewpoint. Provided in this paper are six reports from teachers on strategies (developed or used in response to particular problems identified by the Learning in Science Project which increase the likelihood that a science learning experience does indeed provide the particular intellectual challenge that is intended. Each report includes: problem area; teacher's thinking related to problem and solution offered, instructional strategy(ies); impact of the strategy(ies) on students; and editor's comment linking the report to other aspects of the Science Activities Action-Research Group. Also included are three checklists: for planning science activities, for evaluating a science activity, and for student evaluation of a science activity. (JN)