This study (1) explores the structure of knowledge and the relation¬ship between a multi-dimensional knowledge space and the one-dimensional teaching space, (2) offers several hypotheses for transformations from the first space to the second, (3) demonstrates the results of different hypotheses using economics as subject-matter, and (4) describes an experiment designed to see whether alternative subconcept sequences have a significant differential effect on learning.nThe three sequence variables investigated in the experiment are: (1) the order of the subconcepts, (2) the position of the subconcepts in the program, and (3) the directionality of the program with respect to definitions.
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