This study determined the effects that organization of a science curriculum would have on students' ability to apply the concepts comprising that curriculum. A test was designed by the investigator to measure behaviors of concept application. An experimental group consisted of students in a professional science education course while the control group was comprised of students in a professional social studies course. Both groups were equated on the basis of scores on the "Scholastic Aptitude Test," point-hour ratios, and pre-test scores on the "Test of Concept Application." One section of the experimental group studied ten science concepts presented in hierarchical order, another section studied the same concepts in non-hierarchical order. The control group studied neither curriculum. Students were pre-and post-tested with the "Test of Concept Application." Findings revealed no significant differences between the two experimental groups. Compared to the control group the experimental groups made significantly greater gains. (BC)