| Sumario: | The article looks into the comparison of the quality and sequence of television and classroom science questions with a proposed strategy of science instruction. The multiple question category has been used as a measurement of the effectiveness of television and non-television science instruction wherein all questions were categorized into a modified Gallagher-Aschner system. Significantly, with a curriculum containing preplanned scripts and Teachers' Manual with suggested activities, teachers utilizing television science instruction asked a higher proportion of convergent questions than teachers not using television instruction. Finally, the differences resulted from the influence of the television science series.
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