Investigated was the effect of systematically combined high and low level cognitive objectives upon the acquisition of science learning. An instructional unit based on a Biological Sciences Curriculum Study (BSCS) Inquiry Slide Set (structure and function, control of blood sugar, a homeostatic mechanism) was chosen because it included stimuli for knowledge and for higher than knowledge cognitive functioning. Forty students enrolled in an elementary science methods course were pretested, using the Process of Science Test (POST) and, based on POST scores, were randomly assigned to two treatment groups in a 2x2 design. Prior to the experiment, subjects read a passage which contained either behavioral objectives or a placebo. Those students receiving the placebo (a discussion on a recently developed science curriculum) had no special learning guidelines and relied entirely on the Inquiry Slide Set experience which was presented by an experienced biology teacher who also led the discussion, following suggested guidelines provided by the BSCS Inquiry Slides kit. Treatment time consisted of one 75-minute class period. Findings would appear to support the assumption that objectives enable learners to retain essential points and to organize complex cognitive processes needed for successful inquiry-oriented learning experiences. (Authors/PEB)