The Elaboration Theory of Instruction offers guidelines for several patterns of simple-to-complex sequencing that were developed primarily from cognitive theory, especially schema theory, although there has been relatively little empirical research on the theory. This study helps fill this void by conducting "formative research" to identify weaknesses in the theory and possible ways of overcoming those weaknesses. Four chapters in a text on electrical circuit analysis were revised according to the theory. The first phase of the study used interactive data collection for immediate, detailed reactions and suggestions on the sequence. Phase two used noninteractive data collection to assess the external validity of the results. Thirteen college sophomores participated in phases one and two. Qualitative data analysis provided insights into ways to improve the theory. None of the results indicated that elements should be deleted. Weaknesses were identified as methods that should be added to the theory and methods that should be modified or enhanced. Overall, the elaboration sequences were effective and appealing to the students. (Contains 3 figures and 4 tables.) (Author/SLD)