A State of Change, consisting of five video programs on two videocassettes and a 46-page guidebook, takes a broad look at the planning, coordination, and evaluation required in making science education reform happen.

The film footage is based on the Iowa Scope, Sequence, and Coordination Project, but the context of science reform is universally applicable. "The videos were created to share with educators, policy makers, community members, and parents, our vision for science education reform as well as some strategies we have used to implement our reform agenda. Through these videos, we strive to provide a forum for discussing the strengths and weaknesses of reform while stressing the importance of moving forward with inquiry-based science teaching and learning" (p. 6). All of the examples given in the film come from middle and high school classes.

A State of Change provides an overview of current science education reform through the use of videotapes of classrooms and educators and a guidebook of correlated focus questions and workshop activities. The highlighted program is based on the Iowa Scope, Sequence, and Coordination Project, but the featured message of science reform is based on the National Research Council’s National Science Education Standards and is therefore widely applicable.

The first video program, "What is Science Education Reform?" provides a general introduction to the topic and illustrates what reform in schools looks like when contrasted to traditional modes of education.

The second video program, "Changing the School Culture toward a Learning Community," looks at ways schools can change their structure to effectively transition towards inquiry-based learning in science. The concepts of creating a culture of inquiry, connectedness, and reflection are highlighted.

The third video program, "Developing Deeper Understanding of Science," focuses on ways teachers can change their teaching to reflect what science is and what scientists really do. The strategies of using student-driven questions, wait time, problem solving, and the construction of understanding are shown.

The fourth video program, "Assessing Science Teaching and Learning," looks at alternatives to traditional forms of assessment, focusing on portfolios and projects.

The fifth video program, "Community Involvement," presents ideas for having students research topics within the local community and learning from community members.

The guidebook is intended to be used by a facilitator in conjunction with the videocassettes. For each video program, the guidebook provides a list of needed workshop materials, a purpose statement for that workshop, a video program overview, and a list of follow-up resources. Each video program also comes with focus questions and workshop activities for different audiences, including teachers and other school officials, parents and community members, and business leaders. Sample TIMSS questions, student work, and an assessment rubric are also included in the guidebook.

Reviewers suggested that these materials could be used to introduce educators, administrators, parents, and other community members to the concepts of the inquiry-based classroom. The videotapes, accompanied by the focus questions and activities in the guidebook, could spark discussion about science education reform and help to facilitate the planning process for those interested in implanting reform.

Confusion may arise where the videotapes’ sleeves and guidebook say "Images of Science Education Reform," and the videotape segments themselves say "Images of Reform in Iowa." This can be explained as the videotaped examples are from Iowa schools, but the reform principles are based on the national science standards and are universally applicable.