Describes college science teaching as overemphasizing jargon and end results and ignoring knowledge of methods, processes, successes, and limitations of science. Stresses students' understanding of science by self-paced synthesis of experience and historical, philosophical, and sociological presentation of science courses. (CC)

Discusses use of the modified Keller method to teach three semesters of physics courses to groups of 10-12 students. Indicates student performance is markedly improved on the final examinations. (CC)