A number of aspects of the relationships between characteristics of architectural space and science teaching methods in secondary schools were investigated using teacher questionnaire response and interviews for comparative facilities. Significant factors include--(1) the provision of classroom-laboratories, (2) proximity of the library, (3) size of laboratory sinks, (4) undeveloped outdoor areas, and (5) individual laboratory space. Discussion includes definition of hypothesis, listing of data, and extensive models, research design, and application and interpretation of results. Detailed information is provided on interviews, and data is given for fifty-nine schools in several states. (MM)