This 236-page manual is a collection of hands-on activities designed to show how chaos theory can explain the physical world, and to advance K-12 science instruction and science education reform.

"The purpose of Brain-Compatible Science is to articulate and explain the implications of chaos theory and the new sciences for the teaching, learning, assessing, and designing curriculum for brain-compatible science" (p. 2). The book is "intended to offer a glimpse of where science education may be headed" (p. 4)… "[to] tell educators that to reinvent schools, they must look at teaching, learning, assessing, and designing curriculum from different perspectives, viewing them as dynamic, adaptive, self-organizing systems inherently designed to transform and renew themselves through growth and change." (p. 6).

The implied audience for this material is elementary, middle school, and high school teachers. The author suggests that at least some of the student activities are appropriate for grades K-12, with most identified as being appropriate for grades 3-12.

Brain-Compatible Science places the current science education reform and K-12 science in the context of the paradigm shift from the old linear Newtonian approach to a new chaos-inspired non-linear way of viewing the physical world. The introduction, which briefly discusses the science education reform and the old and new approaches to science inquiry, is followed by three sections: Section 1 ("Chaos Theory") focuses on the science of chaos and its implications for education in the context of a non-linear world, and discusses basic principles of chaos theory such as fractals, cause and effect relationships, and sensitive dependence on initial conditions, and turbulence. Section 2 ("New Science Principles") introduces four new science principles based on the interconnectedness and constant interactions tenets of chaos theory including evolutionary biology, self-organization, dissipative structures, and quantum mechanics. Section 3 ("Chaos Theory and New Science Principles Summary") briefly describes implications of chaos theory for the teaching, learning, and assessing of science, and the design of curriculum. The book includes references and a brief glossary of technical terms.

Each chapter begins with a brief description of a principle of chaos theory or new science theory and then discusses the implications of this tenet for teaching and learning in the context of the National Science Education Standards and the Project 2061 initiative. Each chapter also includes a hands-on activity that allows concept application in a classroom, and a concept web that provides lesson ideas for application of the principle. "Navigating Your Course into Chaos" includes a set of descriptors and recommendations to give a sense of how much order, chaos, openness, and creativity can be expected in science instruction, guided by three different science teaching paradigms, ranging from the traditional, conservative view ("Too much order"), through a more balanced approach fostering creativity, growth and renewal ("On the edge"), to a more liberal, unstructured position ("Too much chaos").

Each lesson includes a brief overview, the recommended grade level, objectives, and a list of materials. The user is given instructions on how to introduce and execute the activity, and how to discuss and explain the outcome. "Questions and Extensions" provide assessment guidelines with questions for students, and suggested variations of the activity. Several web sites to a wide range of science-related resources are provided. The consistent format of the chapters allows the book to be used in a modular fashion.

One reviewer suggested using this resource in a distance-learning course, or in a book-study seminar for in-service teachers to stimulate creative thinking. Participants could read the individual chapters and complete the lessons. They could then discuss the science and instructional principles in the book, and the effects the lesson activities may have on children's learning. Reviewers recommended that professional development providers assist teachers in adjusting activities for their own grade level.

One reviewer noted that, for this material to be used effectively, professional developers need to provide teachers with more detail on scientific and mathematics concepts such as fractals, strange attractors, and bifurcation, including basic instruction on the mathematics behind chaos theory.

Although the author's suggestions for improving the design of curriculum and instruction are consistent with current national standards, reviewers were concerned about the implied benefits of chaos theory for curriculum and instruction. Reviewers felt that the author takes the predictions of chaos theory and physical principles too literally by suggesting that the outcome should be a less structured and more dynamic classroom environment.

One reviewer commented that using a topic as complex as chaos theory may not be an effective approach to inspire teachers to become less rigid and to advance their teaching skills, since most teachers would not be comfortable with this material.

Most lesson activities require common tools and materials such as markers, scissors, aluminum foil, food coloring, transparencies, and rubber bands; some require chemical laboratory tools and glass wear, overhead projectors and microscopes. The use of computers would greatly enhance the understanding of principles and applications of chaos theory.