A NUMBER OF PROCEDURES FOR IMPROVING THE CONVENTIONAL TELEVISION LESSON WERE EVALUATED. THREE VERSIONS OF A TELEVISION LESSON ON LEVERS WERE COMPARED--(1) A VERSION OF AN EXISTING, CONVENTIONAL LESSON USED AS A CONTROL TREATMENT, (2) A VERSION INTENDED TO FACILITATE RETENTION OF SCIENCE CONCEPTS AND PRINCIPLES, AND (3) A VERSION INTENDED TO FACILITATE TRANSFER OF THE CONCEPTS AND PRINCIPLES LEARNED TO NEW CONTEXTS. REVISIONS IN THE LESSON INCORPORATED MANY FEATURES OF PROGRAMED INSTRUCTION. CHANGES MADE REVOLVED ABOUT THE STIMULUS FEATURES OF THE PRESENTATION ONLY. FROM THE RESULTS IT WAS CONCLUDED THAT CONCENTRATION ON THE STIMULUS ALONE, WHILE NEGLECTING THE RESPONSE, PRODUCED IMPROVEMENTS OVER THE CONVENTIONAL LESSON, BUT FELL SHORT OF AIDING THE STUDENT TO ACQUIRE, RETAIN, AND TRANSFER LARGE AMOUNTS OF INFORMATION. (AL)