Research has helped to identify the fundamental skills that should be developed in an activity-based science program: observing, describing, comparing, classifying, measuring, using numbers, interpreting evidence, inferring, predicting, and experimenting. A teaching/learning inservice workshop was designed to help elementary school teachers replace traditional science instruction format (reading and memorizing science concepts) with a format emphasizing the above-listed processes. Participating teachers were instructed in the learning theories of Piaget and the developmental thinking of their students. The workshop provided the teachers with experiences to help them develop classroom environments conducive to implementation of an activity-based science program. A teaching procedure, the "learning cycle," actively involved them in experimentation, discussion of scientific methods, and scientific record keeping and data analysis. The workshop experiences also prepared the teachers to match their teaching procedures with the level of intellectual development of their students. The ultimate goal of the teaching/learning science inservice workshop was the intellectual development of the students through appropriate teaching strategies. Three tables containing study data are appended. (JD)