The purpose of this study was to determine if the effects of an instructional program would affect the performance of general education chemistry students with respect to objectives related to the methods of science and the degree to which they are effective in simultaneously teaching the descriptive chemistry of certain elements. The mode of presentation was programed laboratory experiments. One hundred second-semester college chemistry students were divided into two groups. Both attended the same lecture classes. The experimental group utilized programed materials. Pretests and posttests of the chemical examination were administered to both groups; the Methods-Objectives examination was administered as a posttest only. The mean scores were compared by analysis of variance. It was concluded that programed chemistry laboratory experiments can be an appropriate mode for accomplishing selected objectives related to the methods of science. Furthermore, these objectives can be reached without sacrificing the quantity of chemistry content learned. The basic premise of this investigation was that objectives relating to the methods of science should be specifically predetermined and defined, and that the science subject matter should be selected on the basis of its appropriateness to the accomplishing of these objectives. (Author/EB)