The beginning of each chapter includes a case study and a section called “How to Read this Chapter” to set the stage for the material presented. In addition, the author includes information from current science teachers who practice the materials contained in the book as well as investigations that involve the reader in the materials through a hands-on approach. The assignments at the end of each chapter encourage productive reflection and are embedded in the real work of teachers. The inquiry activities are well-designed and primarily ask teachers to investigate student learning and pedagogical strategies.

There is an entire chapter (8) that examines assessment from three different perspectives: the classroom level, national level, and international level. It provides examples of multiple means with which to assess science learning, including informal, semiformal, formal, and performance-based assessment. Users of this book can design their own assessment plan and performance assessment tasks and rubrics. The author’s approach to assessment is consistent with the National Science Education Standards, in that the emphasis of the assessment is placed on conceptual understanding and logical reasoning.

Reference materials in the appendices include lists of science curriculum developers, professional societies and organizations, and science equipment and software suppliers.