Argues that verbal and non-verbal cues initiated by science teachers affect students' willingness to explore their own ideas. States that changes in such teacher behaviors are necessary before the conceptual changes sought in science education can occur. (AEM)

Reports on an exploratory study of a metacognitive approach to teaching low achieving secondary students. Asserts that the research team hoped to examine a process whereby a dialog about learning processes would develop. Finds that all students indicated that they were able to focus on learning as a topic of conversation. (CFR)