The project's purpose was to revise the introductory biology material in a freshman course for biology majors so that it is based on Piagetian learning theory and incorporates the three phases of the learning cycle teaching strategy: (1) exploration; (2) concept formation; and (3) concept application. The approach presented concepts structured so they were chronologically congruent with the natural and historical discovery of scientific concepts. Within subject areas conceptual development was initiated using concrete or experiential encounters. Teachers developed presentations that modeled concept formation, presented a series of related problems, and developed solutions cooperatively with students. Formative evaluation of the program involved analysis of scores on periodic exams and pre- and post-tests. Summative statistical evaluations compared the numbers of "successful" and "unsuccessful" students from previous classes with those participating in the project. Reorganization of the introductory curriculum reduced the rate of "unsuccessful" students substantially and improved student attitudes. Contains 43 references. (MSE)