This paper uses the psychology of learning to develop techniques for teaching science at community colleges. In order to maximize student learning, teachers should strive to develop and maintain learner interest through voice inflection and by using a wide variety of teaching methods, including discussions, experiments, demonstrations, lectures, and videotapes. Teachers should also help students to think critically and creatively, and ensure that students actually comprehend, rather than just memorize, content. Teachers can help shape student attitudes to reflect the values of scientists: objectivity, perseverance, and a desire for closure. This paper gives special attention to two methods of instruction: (1) the project method, in which a student selects, plans, and executes a project, with the teacher serving as a helper and evaluator; and (2) the problem-solving method, which is especially appropriate in a laboratory environment. In both cases, it is important for the teacher to develop measurable, precise objectives by which to evaluate the work of the student. An alternative method presented is "subject-centered science curriculum," which emphasizes the development of the students' intellect and critical thinking abilities, by focusing on abstract, rather than concrete, learning activities. All these methods can be appropriate in different situations, and the teacher can decide which is most effective for his or her students. (CAK)