Many have investigated the effectiveness of teaching methods across different disciplines. In a previous study, we found the superior effectiveness of a two-part learning sequence consisting of self-study followed by discussion in humanities education. To examine the possibility of similar findings in science education, we compared that sequence with a traditional lecture-based teaching. Results indicate that self-study combined with discussion yields higher test scores, demonstrating its potential as a beneficial teaching strategy in science education. In Experiment 1, undergraduate students from various disciplines studied introductory biology under five different conditions: self-study and discussion, lecture and discussion, lecture and review, self-study and review, and self-study and review with additional learning materials. Results indicated that the self-study and discussion condition yielded higher test scores than both the lecture and discussion condition and the three review groups. There were no significant differences in scores among the three review groups. These results demonstrate that discussion is an effective learning method and that self-study enhances the benefits of discussion. In Experiment 2, which involved science and engineering majors, we successfully replicated the design of Experiment 1 using physics for the two discussion conditions: self-study or lecture. We also performed in-depth analyses of student interactions during the discussions. Among the two discussion groups, the self-study and discussion group exhibited more active and constructive engagement in sharing unknowns, leading to enhanced learning. These findings suggest that integrating self-study with discussion can significantly enhance learning outcomes in science education. This approach not only improves test performance but also fosters deeper student thinking. Thus, educators might consider adopting this method to create more interactive and effective learning environments in science courses.