| Sumario: | The article discusses the effect of a science inservice program on the ability of teachers to use inquiry techniques. The program which was funded by the U.S. National Science Foundation was designed to prepare 24 experienced elementary school teachers as science specialists. The training program's first year was examined from two vantage points. Observations in the area of academics led to the inference that older, more experienced teachers did not perform as well as younger, less experienced teachers on a test of science content. Observations of on-the- job performance while teaching science suggest that not all persons benefited from the inservice work when the training involved different types of teaching behaviors.
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