Reported is a descriptive study in which a value clarification approach--based on the work of Raths, Harmin, and Simon, as reported in the book, VALUES AND TEACHING--was used for a three-month period in the author's instruction of four earth science classes in a medium-sized rural school. Two major concerns were of interest: (1) the value of science as a meaningful part of daily life, and (2) the integration of cognitive and affective objectives rather than emphasis upon one area at the expense of the other. Evaluation of the strategies used was based upon observation and upon opinionnaire data collected by means of instruments designed by the researcher. The following findings were included: (1) girls increased in their perception of relationships between the study of science and the problems of their daily lives; (2) the perception of positive relationships was at the same level for both boys and girls at the experiment's conclusion; (3) boys showed an increase in action activities related to science, e.g., voluntary science demonstrations and participation in ecological issues arising within the local community; and (4) analysis of the experimental and initiatory use of a value clarification approach led the researcher to be concerned about the effects of teaching strategies as being measurable in terms of changed student behaviors as a criteria of success. (Author/EB)