The structure of knowledge in a particular subject-matter discipline and the structure of behavior in a given task-skill domain are often regarded as unrelated or even antithetical bases for the systematic design of instructional products and procedures. This volume documents progress toward a methodology of instructional design founded on the premise that both learning to know and learning to do are essential to the effectiveness of a given course of instruction. Briefly described, the methodology involves three distinct but interrelated techniques of analysis: content, task, and skills. The papers in part 1 present the theoretical rationale underlying the proposed methods and describe the procedure for skills analysis. The papers in Part 2 illustrate applications of content, task, and skill analysis in the science inquiry area at the primary grade level. (Author/HMV)