DURING 1959, BOSTON UNIVERSITY CARRIED OUT A RESEARCH PROJECT TO STUDY THE EFFECTS OF TELEVISED INSTRUCTION WITH 90 FIFTH-GRADE CLASSES PARTICIPATING IN A SERIES OF TELEVISED NATURAL SCIENCE PROGRAMS. OBJECTIVES OF THE STUDY WERE TO DETERMINE HOW MUCH CHILDREN LEARNED FROM THE PROGRAMS, THE EFFECTS OF THE SERIES ON CHILDREN'S INTERESTS, ATTITUDES, AND REASONING ABILITY, AND WHICH OF CERTAIN COMBINATIONS OF AUXILIARY CLASSROOM PROCEDURES WERE THE MORE EFFECTIVE. IN ADDITION, THE STUDY WAS CONCERNED WITH THE QUESTIONS REGARDING THE RELATIONSHIP OF CHANGE TO DIFFERENCES IN SEX, INTELLIGENCE, AND PARENTAL OCCUPATION. OF THE 90 CLASSES IN THE STUDY, 18 WERE DESIGNATED AS CONTROL CLASSES AND 72 AS EXPERIMENTAL. THE 72 TEACHERS OF THESE CLASSES WERE DIVIDED INTO 3 TEACHER GROUPS--(1) THE FIRST GROUP OF 24 TEACHERS RECEIVED SCIENCE WORKSHOP TRAINING, (2) A SECOND GROUP OF 24 PARTICIPATED IN A WORKSHOP CONCERNING TELEVISION INSTRUCTION, AND (3) THE THIRD GROUP OF 24 TEACHERS RECEIVED NO SPECIAL TRAINING. TWO MAJOR SETS OF COMPARISONS WERE MADE, THE FIRST BETWEEN THE CONTROL AND EXPERIMENTAL GROUPS, THE SECOND BETWEEN AND WITHIN EXPERIMENTAL ASSIGNMENTS. MAJOR CHANGES WERE OBSERVED IN GAINS IN FACTUAL INFORMATION. OBSERVED EFFECTS ON INTERESTS, ATTITUDES, AND REASONING WERE NEGLIGIBLE. THE VALIDITY OF THE MEASURING INSTRUMENTS WAS QUESTIONED. (JC)