THIS PROJECT CONSISTED OF DEVELOPING AND TESTING MATERIALS DESIGNED TO TEACH THE PROCESSES OF SCIENTIFIC INQUIRY TO BEGINNING BIOLOGY STUDENTS. MATERIALS CALLED "SPRINGBOARDS FOR DISCUSSION" AND DESIGNED FOR PRESENTATION BY USING THE OVERHEAD PROJECTOR AND MAGNETIC TAPES WERE USED IN INSTRUCTION. MATERIALS OF THE FOLLOWING TYPES WERE DEVELOPED--(1) EXPERIMENTS, EITHER CLASSICAL OR CURRENT, WHICH ARE CENTRAL TO THE UNDERSTANDING OF CERTAIN TOPICS IN THE BLUE VERSION BIOLOGICAL SCIENCES CURRICULUM STUDY (BSCS) TEXTBOOK, (2) MAGNETIC TAPES MADE BY BIOLOGISTS WHICH DESCRIBE A PARTICULAR EXPERIMENT, EXPLAIN THE EVIDENCE FOR PRESENT-DAY UNDERSTANDINGS OF CERTAIN TOPICS, OR DESCRIBE THE PRESENT STATE OF KNOWLEDGE AND CHALLENGES IN A PARTICULAR AREA OF BIOLOGY. DATA COLLECTED CONSISTED OF PRE-SCORES ON THE PROCESSES OF SCIENCE TEST AND THE VERBAL REASONING AND NUMERICAL ABILITY PORTIONS OF THE DIFFERENTIAL APTITUDE TESTS. POST-SCORES OF THE PROCESSES OF SCIENCE TEST AND SELECTED ITEMS OF THE BSCS COMPREHENSIVE FINAL EXAMINATION WERE COLLECTED. THE DATA WERE ANALYZED BY AN ANALYSIS OF COVARIANCE IN WHICH THE PRETEST SCORES OF THE DIFFERENTIAL APTITUDE TEST WERE HELD CONSTANT AND THE SCORES OF THE POST-TEST BSCS ITEMS AND GAINS OF THE PROCESSES OF SCIENCE TEST SERVING AS THE DEPENDENT VARIABLES. TEACHER FEEDBACK WAS OBTAINED ON EACH "SPRINGBOARD FOR DISCUSSION." IT WAS CONCLUDED THAT THE "SPRINGBOARDS FOR DISCUSSION" WERE EFFECTIVE TEACHING DEVICES TO EMPHASIZE PROCESSES AND PROCEDURES OF SCIENTIFIC INQUIRY. THE PREPARATION AND USE OF SUCH MATERIALS AS THE "SPRINGBOARDS FOR DISCUSSION" APPEAR TO BE AN EFFECTIVE WAY OF IMPLEMENTING CHANGES IN TEACHING PATTERNS. (DS)