Microcomputers can perform two distinct functions in high school science classes, providing computer-assisted instruction and serving as tools in experimentation. This report describes a project based on three premises: that science is primarily the process of examining, modeling, and understanding nature; that the best way to learn science is by doing science; and that computers can be a fundamental tool for doing science. The project involves developing eight interlocking instructional modules that teachers can use to train students in experimental processes. Particular emphasis is placed on having the user exhibit understanding of the scientific concepts being explored by making the critical decisions regarding variables and data display. The eight modules include an introduction and overview, and units permitting calculations, conversions, table construction, data acquisition and storage, data manipulation and analysis, and data-based information retrieval. The modules will be field tested during the 1982-83 school year. (Author/PGD)