Described is how teachers can use the Concept Structuring Analysis Technique (ConSAT) as a diagnostic, learning, and assessment task in teaching science. In essence, ConSAT assists students in organizing concepts on paper so that they may link what they already know to what they have to learn. The technique thus applies the philosophical notion of discipline structure and the psychological notion of knowledge structure to science instruction. In addition to illustrating ConSAT's use in teacher-student interactions and in assessment, the application of ConSAT to instruction in reading science texts and in answering science problems is discussed. (Author/WB)