This document addresses some of the factors involved in teaching critical thinking skills in the science classroom. It contains sections that deal with: (1) pair problem solving--creating a Socratic learning environment (emphasizes the role of the teacher); (2) writing to learn science (the thought-process protocol); (3) integrating science process skills into the regular curriculum; (4) thinking skills in content area instruction; (5) activity-based elementary science instruction; (6) improving students visual-spatial abilities; (7) using heuristics (including concept mapping and the Vee diagram); (8) the role of student misconceptions in teaching critical thinking; (9) multiple representations as an important instrucational tool; (10) the laboratory as a place where students can make discoveries; (11) the learning cycle of the Science Curriculum Improvement Study (SCIS) which includes exploration, innovation, and discovery; and (12) classroom management issues. A bibliography is also included. (TW)