This 265-page book defines scientific literacy, provides the historical context of current reform initiatives, and elaborates on current reform efforts that build upon national standards.

The author specifies two purposes for the book: to define and provide a vision for scientific literacy and to help science educators gain a deeper understanding of the nature and scope of reform efforts at all levels from a historical, philosophical, psychological, and social perspective.

The stated audience includes professionals who work to improve school science programs, particularly classroom teachers, administrators, and science supervisors, as well as the wider science education community, including policymakers, curriculum developers, assessment specialists, college educators, pre-service teachers, business professionals, scientists, engineers, informal educators, undergraduates, and others. Specific chapters address the interests of different segments of this diverse audience.

Achieving Scientific Literacy presents the author's vision for science education reform and the historical context for current reform initiatives. Bybee's perspective is grounded in constructivist learning principles and reflects his experiences with curriculum and standards development.

Chapters 1 and 2 provide an overview of science reform since World War II and explain shortcomings of these efforts. Chapters 3 and 4 review the history of definitions for the term "scientific literacy" and "present a framework for scientific literacy that can be considered in the design of school science programs" (p. xv). Chapters 5 and 6 cover the history and intent of both the National Science Education Standards and the Benchmarks and make clear the difference between setting standards and articulating a curriculum. Chapter 7 gives an overview of the science standards and a description of the 5 E Instructional Model (Engagement, Exploration, Explanation, Elaboration and Evaluation), which was developed by the Biological Sciences Curriculum Study to translate constructivist research into classroom practice. This chapter identifies criteria for standards-based curriculum, but cautions that designing a curriculum that satisfies all of the criteria is best left to professional curriculum developers. Chapter 8 effectively summarizes constructivism and its origins in the writings of Dewey, Piaget, and other theoreticians. This chapter is well-suited for those who are familiar with constructivism, but would not be appropriate for the novice. Chapter 9 speaks to policy makers about the components of systemic reform, including assessment, opportunity to learn, and the need for public commitment.

The book is clear and understandable, but has a scholarly tone. Citations that support ideas in the text are provided throughout; research supporting the constructivist approach to learning is also presented. A list of references provides readers with numerous resources for further study.

Achieving Scientific Literacy is a detailed reference for the serious student of science education. As such, it would be most helpful to designers of professional development and others who wish to understand the history of the national vision for scientific literacy. It could be used to provoke thoughtful discussion among those prepared to think deeply about science literacy and a curriculum designed to achieve it.

Selections from this book could be used as readings to prompt discussion of specific topics with a variety of targeted audiences, or as a resource for formal study of the history and nature of science education reform. Reviewers suggested that professional development providers incorporate specific examples of teaching materials and instructional approaches to make the discussions among pre-service and in-service participants more concrete and relevant to their work.

Achieving Scientific Literacy could serve as a supplement to and deepen existing understanding of science reform issues. Readers who have prior knowledge of the National Science Education Standards, Benchmarks, systemic reform issues, and constructivism will benefit most from this resource.