A set of instructional materials and methods, designated Inquiry Development Program, was designed to teach children how to learn independently. The student was presented with an event which had an outcome that ran counter to his expectations. Motivated by his curiousity, he then searched for an explanation to the discrepancy between what he expected and the actual event. Several avenues of inquiry were offered to assist him in his investigations. To test the program, 71 fourth grade students were divided into three groups--one control and two experimental. The experimental groups used the Inquiry Development Program in addition to their regular curriculum. Pre- and posttests were administered to determine the levels of achievement responsibility and academic achievement in science. A test to measure the level of inquiry was administered afterwards. The results of the tests for independence and academic achievement were compared through an analysis of covariance. The test for inquiry was analyzed by a one-way analysis of variance. The only significant difference was shown to be that the students of the experimental group offered more explanations to a problem situation than did those of the control group. The test materials used and a bibliography supplement the report. (JY)