As the reader can imagine, this approach to teaching completely transforms the classroom setting. On the face of it, it does have the character of a laboratory in early college. But it is much more. The college ``laboratory'' is conceived as a supplement to ``theory''. The student already knows the concepts. Laboratory is just a time to verify some of the known things, to repeat some of the classic experiments and to pick up the techniques, such as use of voltmeters, burettes and pippets. In the discovery approach this is turned the other way around. One is prompted to take up some activity including the very preparation itself. It may involve going out and gathering leaf, soil or insect samples; it may also involve playing some games. The experimental procedure is well specified. But what its outcome may be is not even hinted at. Leading questions are asked to accompany the activity. When one experiment is complete, the teacher will lead a combined discussion for the whole class. The observation process automatically becomes careful since one will be held responsible for it and the observations will get compared against those of rest of the class.