This study consolidated observations of teachers in an institute setting designed to facilitate science learning content through performing science processes and asking questions related to self-perceived conceptual difficulties. The subjects were 11 elementary school teachers from a school district in Northeast Florida; they were enrolled in a two-week elementary science institute during the summer of 1988. The school district required that a number of physical science concepts, including density, be included in the instructional sequence. After an introduction to basic and integrated science processes, the teachers completed a 13-item, two-tiered density inventory. A two-day treatment which focused on misconceptions identified on the pre-test followed; the instructors used strategies designed to encourage and promote teachers' question-asking behavior. Post-test results showed that several teachers corrected many of their misconceptions. However, some teachers either adhered to original misconceptions or changed original answers by giving a new incorrect response or replacing a pre-test correct response with a post-test incorrect response. In both cases, teachers required further remediation to completely remove misconceptions. (Author/CW)