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than can be treated in much more sophisticated terms at a descriptive level, without
having to resort to the depth of biochemical and cellular detail given in the Yellow
and Blue BSCS versions.
Contrary to the strong and explicitly stated bias of the Blue and Yellow ver-
sions, there is still much room in introductory biology for the naturalistic approach.
It is much more important for the beginning student in science to learn how to ob-
serve events in nature systematically and precisely, and how to formulate and test
hypotheses on the basis of independent sets of naturally occurring antecedents and
consequences, than to learn how to manipulate an experimental variable and control
other relevent variables, by design, in a laboratory situation. The former approach
not only takes precedence in the student’s intellectual development, and is more
consonant with his experiential background, but also has more transfer value for
problem solving in future “real-life” contexts. To dogmatically equate scientific
method with the experimental-analytical approach also excludes, rather summarily
from the domain of science, such fields in biology as ecology, paleontology, and evolu-
tion, and such other disciplines as geology, astronomy, anthropology, and sociology.
Retention of the naturalistic and descriptive emphasis, and of some applied
content, in introductory high school biology is thus consistent with the fact that
tenth-grade biology is the terminal course in science for many students. It is also
more consistent than is the analytical-experimental approach with the tenth-grader’s
existing background of experience, his interests, his intellectual readiness, and his
relative degree of sophistication in science. This proposed emphasis is also in no
way inappropriate for those students who will subsequently take high school physics
and chemistry, as well as more advanced biology courses. These latter students
would be much better prepared, after taking such an introductory course, for a
second course in biology, in the twelfth grade OT in college, that takes a more quanti-
tative and experimental-analytical approach, introduces more esoteric topics, and
considers the biochemical and biophysical aspects of biological knowledge. By this
time, they would also have the necessary mathematical sophistication and greater
experience with experimental methodology.
LEVELOF SOPHISTICATION
In the Yellow and Blue BSCS versions, it appears as if little effort was made to
discriminate between basic and highly sophisticated content-between what is ap-
propriate and essential for an introductory high school course and what could be
more profitably reserved for more advanced courses. These versions include topics,
detail, and level of sophistication that vary in appropriateness from the tenth grade
to graduate school.3 Only the Green Version gives the impression of being at an
appropriate level of sophistication for a beginning course. And since the unsophisti-
cated student cannot be expected to distinguish between more and less important
material, he either throws up his hands in despair, learns nothing thoroughly in the
effort to learn everything, or relies on rote memorization and “cramming” to get
through examinations.
8Much of the inappropriately high level of sophistication of the BSCS textbooks is undoubtedly a
deliberate overreaction t o the outdated content, paucity of explanatory ideas, the completely descrip-
tive approach, and the kindergarten writing style and level of difficulty characterizing most textbooks
in introductory high school biology.
116 DAVID P. AUSUBEL
tions are given from original sources that use archaic language, refer to obscure con-
troversies, and report findings and inferences in an unfamiliar and discursive manner.
It is sufficient (as the Green Version does) to review the historical background of
biological concepts in a schematic, telescoped, simplified, and reconstructed fashion,
deleting most of the detail, and disregarding the actual chronological order of the
antecedent ideas and their related experiments.
In an introductory course, simplification of content--.without teaching wrong
ideas that have t,o be unlearned later-is always justifiable and indicated. This can
be accomplished by simply presenting more general and less complete versions of
much of the same material that can be presented subsequently in greater depth and
at high levels of sophistication. Although the Green Version probably lacks sufficient
detail, it is less damaging, in my opinion, to present inadequate historical detail and
experimental evidence than to obscure the major concepts by providing excessive
historical and experimental data. This book unquestionably stimulates the student
to delve deeper on his own. In any case, the missing detail can always be furnished
by the teacher or from other sources.
It is possible to present ideas relatively simply-yet correctly-by deleting a
great deal of the dispensable terminological, methodological, and historical detail,
as well as many of the intermediate steps in argumentation; by telescoping or con-
densing material; by eliminating tangential “asides” and less important qualifica-
tions; by limiting the scope of coverage; by omitting formulas, equations, and struc-
tural diagrams of complex molecules that are actually meaningless to unsophisticated
students; by keeping the level of discourse general and simple; by writing lucidly,
using terms precisely and consistently, and giving concise and familiar examples; by
using schematically simplified models and diagrams; and by bearing in mind that a
satiation point exists for any student. An atypically high level of sophistication may
sometimes be employed simply to illustrate the complexity of a given topic; but in
these instances students should be explicitly instructed not to master the details.
OF SUBJECT
COLLABORATION MATTER,LEARNING
THEORY,
AND MEASUREMENT
SPECIALISTS
A basic premise of all curriculum reform projects is that only a person with
subject-matter competence4in a given discipline should prepare curriculum materials
in that discipline. Only such a person is sufficiently sophisticated (a) to identify
unifying and integrative concepts with broad generalizability and explanatory power
in the field; (b) to perceive the interrelationships between different ideas and topics
so as to organize, sequence, and integrate them optimally; (c) to comprehend the
process of inquiry and the relationship of theory to data in the discipline, in order to
select appropriate laboratory exercises and to integrate process and content aspects
of the curriculum program; and (d) to understand the subject-matter content well
enough either to prepare textual materials lucidly himself, or to judge whether
others have done so.
To be pedagogically effective, such curriculum materials also have to conform
to established principles in the psychology of classroom learning, and must include
4111 actual practice three different kinds of persons provide different kinds of subjecbmatter as
well as pedagogic competence in projects such as the BSCS: a professional biologist, a specialist in
lhe teachiiig of hiology, arid a classroom biology tea(-her.
118 DAVID P. AUSUBEL
EARLY
TRY-OUTOF MATERIALS
An essential aspect of the preparation of instructional materials that is, un-
fortunately, ignored much too frequently by many curriculum reform projects is the
matter of early and continuous try-out, both with individual pupils and in class-
rooms. Only in this way is it possible to ascertain their appropriateness and effective-
ness, and to modify the original logically-developed outline in terms of empirically
relevant information regarding learnability, lucidity, difficulty level, sequence,
organization, practicality, and attitudes of pupils, teachers, and administrators. All
too often huge sums of money are invested in preparing an integrated series of cur-
riculuiYi materials without making any provision for try-out and evaluation until the
finished product is published.
tion is not proof that the material is adequately learnable, lucid, properly program-
med, etc., because any reasonably bright pupil can do enough cramming before an
announced test to make a satisfactory score on a test of immediate retention, even
if the materials are generally unsound by any criterion; in fact, this has been the
case for the last 2500 years of formal education.
When the learnability of curriculum materials is assessed by conventional tests
of achievement, these latter tests often give spurious and misleading impressions of
genuine learnability. This is apparent,ly the case when the Yellow and Blue BSCS
versions are evaluated by means of the conventional achievement tests. Achieve-
ment test data show that the three BSCS versions are approximately as “learnable”
as conventional textbooks. It was demonstrated, for example, that students using
the BSCS texts score somewhat higher than students using conventional texts, on a
final Comprehensive BSCS Test, and somewhat lower on a final Cooperative Biology
Test (Wallace, 1963). I n the first place, it is questionable how well such final tests
i.eaZZy measure the learnability of subject-matter content. Most adequately moti-
vated students can “learn,” for examination purposes, large quantities of overly
sophisticated and poorly presented materials that they do not really understand; un-
fortunately, however, in such circumstances, little evidence of retention is present
even a few days later. Second, one of the main objectives of any new, elaborately
prepared curriculum program is presumably to exceed by far, rather than merely to
approximate the level of academic achievement attained in conventionally taught
courses.
The didactic use of substantive and programmatic devices to strengthen cog-
nitive structure (and thus to increase the functional retention of background knowl-
edge available for future learning and problem solving) focuses attention on the need
to develop more valid measures of the organizational strength and availability of
such knowledge. The “transfer retention” test (Ausubel & Fitzgerald, 1962) con-
stitutes a new approach to the problem of measuring functional retention. It at-
tempts t o do this by measuring the extent to which retained knowledge of subject-
matter is sufficiently stable and well organized to be available as a foundation for
learning new, sequentially related material that could not be efficiently learned in
the absence of such availability. At the same time, of course, it also provides a
measure of knowledge available for problem solving, because if retained knowledge
is available for new sequential learning, it is reasonable to assume that it is also
available for problem solving.
Conventional retention measures, covering previously studied material at the
end of a given course of instruction, are not truly reflective of the later availability
of this material for new learning and problem solving purposes. Because a short re-
tention interval cannot adequately test the organizational strength and viability of
newly acquired knowledge, and because of the contaminating influence of rote
memory in poorly constructed retention tests, such conventional measures of re-
tention are often misleading. They fail to distinguish adequately between the in-
dividual who merely understands and retains material well enough to answer rote
and meaningful questions restricted to the substance of this material, and the in-
dividual whose understanding and retention are sufficient to serve as a springboard
for learning new, sequentially related material. Both individuals may frequently
make identical scores on immediate tests of retention.
CRUCIAL PSYCHOLOGICAL I S S U E S IN CURRICULUM REFORM MOVEMENTS 121
Problem solving items, on the other hand, are less influenced by rote memory,
and also directly test ability to use and apply retained knowledge. But since suc-
cessful problem solving also depends on many traits (e.g., venturesomeness, flexibil-
ity, perseverence, problem sensitivity) that are unrelated to the functional avail-
ability of knowledge, success or failure on such items is as much a reflection of the
influence of these latter traits as of the availability of usable knowledge. Hence, it
can be reasonably argued that the most valid way of testing the organizational
strength and viability of knowledge is not to test retention per se or to use problem
solving items, but to test retention in the context of sequential learning, i.e., in
situations where ability to learn new material presupposes the availability of the old.
The transfer retention test may be administered in addition to or independently
of the conventional retention test. When used for routine course examinations, the
test procedure requires that students study an unfamiliar new learning passage that
is sequentially related to and pre-supposes knowledge of the previously studied
material on which they are being examined. Their scores on a test of this new materi-
al are “transfer retention scores” and measure the functional availability of the pre-
viously learned material for new learning.
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1963, 19, 22-24.