Post-Sputnik science curricula stress the importance of teaching science as scientists might practice it. This has been vividly illustrated in the laboratory-oriented curricula generated in the past ten years. Even more important has been the emphasis on applying learning theories to their construction. The American Association for the Advancement of Science has implemented the ideas of Robert Gagné in order to develop Science—A Process Approach. Jean Piaget's theory of intellectual development has been integrated into the Science Curriculum Improvement Study. It has been the investigator's observation that many teachers who use the newer science curricula fail to utilize to the fullest the methods implicit in a development theory; consequently, the objectives which include the products as well as the processes of science may not be achieved. This paper will report on an investigation of two types of postlaboratory discussion strategies and their effects on sixth grade children's learning of some science principles. The effects these discussion strategies had on the learning of four science processes are reported elsewhere.