This eight-chapter book clearly presents a theory of how children learn and, therefore, how teachers and others can help children think about science as well as other topics. Its ideas and techniques may be adopted for preschoolers when objects are conceptually ordered, or for theoretical physicists when findings are conceptually organized. In addition, the book provides evidence that these propositions work, that children can learn how to learn. The eight chapters focus on: (1) the nature of learning about learning; (2) concept mapping for meaningful learning; (3) the Vee heuristic for understanding knowledge and knowledge production; (4) strategies for instructional planning; (5) strategies for using concept mapping and Vee diagramming for planning a total curriculum program as well as specific instructional strategies; (6) the use of the Vee for evaluation; (7) the interview as an evaluation tool; and (8) improving educational research. Appendices include sample concept maps, sample Vee diagrams, and sample forms for using a child in a research project and for application for research privileges. (JN)