This study was an attempt to use a model or a theoretical construct and to find if that model related to an underlying construct teachers might have as they view science teaching decisions. Nine scenes from the Science Curriculum Improvement Study (SCIS) film, "Don't Tell Me, I'll Find Out," were selected. Statements reflecting three kinds of teaching behaviors: (1) teacher oriented, (2) student-teacher cooperation oriented, and (3) student oriented, were developed, submitted to an eight-person SCIS judging panel, and refined. Six statements (two of each orientation) relating to each scene were presented in the response pamphlet. Teachers indicated their degree of agreement, using a five-cell Likert scale. The packet of materials was presented to 254 subjects: 69 preservice, elementary, science-education-methods students, 69 inservice teachers of elementary schools, 57 inservice teachers completing a Cooperative College-School Science workshop in SCIS, 45 inservice teachers completing workshops and teaching experience with SCIS, and 15 SCIS staff members. The results of the study indicated that teachers view teaching elementary science depending on the particular situation and consistent with a total philosophy (for SCIS, this is teacher as guide, not as an authority). (Author/PEB)