| Sumario: | The article investigates the effect of the position of inserted questions on learning from an activity-centered science module. This study is aimed to assess the applicability of the mathemagenic model to instructional materials apart from written devices. The instructional device employed in this investigation is an activity-centered module that requires students to manipulate objects in the event of the learning process. Inclusive of the said module is a rationale, four enabling activities and a list of performance objectives, measuring as a process, measuring mass and volume using metric units, accuracy and precision in measuring. As a result, the differences between the groups that receive questions before and after an activity were small on both the relevant and incidental tests.
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