This study investigates the effects of content sequence on student learning. The treatments, a spatial and conceptual instructional sequence each consisting of identical content elements, were administered to students in a two-year college Botany course. Hypotheses tested were that sequence would have an effect on student perceptions of the lesson, that the sequencing principle would be learned, and that students would exhibit differential cognitive structures corresponding to the sequences. It was also hypothesized that sequence would not affect recall of the material. The results supported these hypotheses as the two sequences of content resulted in significantly different outcomes. (Author)