In this third Occasional Paper in the Science series of The Science and Mathematics Education Information Analysis Center, Ausubel explains the nature and theoretical rationale of "organizers", abstract, general, and inclusive statements presented prior to new learning tasks to provide specific relevant anchoring ideas in the learner's cognitive structure. Types, functions, and values of organizers are illustrated by examples drawn from elementary, secondary and college level instruction, usually, but not exclusively, in science. The second half of the paper concerns some content issues in current science teaching, and the BSCS courses are used as illustrations of the points made concerning level of sophistication; overemphasis on analytic, quantitative and experimental aspects of science; the naturalistic approach; and the relative emphasis on basic and applied sciences in the school courses. These aspects of science courses are considered generally, not only in terms of the use of organizers. There are some concluding comments on curriculum planning by diverse teams of specialists, rather than teams of learning theorists, subject matter specialists, or evaluators, and on the disadvantages of single-unit, in contrast to integrated, curriculum development. (AL)