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By allowing key scientists, researchers, professors, and classroom teachers of science to speak for themselves through their published writings about what is best and needed for the field, Dr DeBoer presents a fascinating account of the history of science education in the United States from the middle of the 19th century to the present. The book relates how science first struggled to find a place in the school curriculum and recounts the many debates over the years about what that curriculum should be. In fact, many of what we consider modern ideas in science education are not new at all but can be traced to writings on education of one hundred years ago. The book is aimed at all those interested in science education: classroom teachers and science education leaders concerned about the historical justification of the goals and strategies proposed for the field. The book should be enjoyed not only by the researcher but also by anyone curious about just how curriculum is decided upon and implemented on a national scale.

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CHOICE Review

The National Science Foundation recently launched a major new science curriculum initiative; the products are now beginning to reach schools. This book surveys 100 years of arguments for teaching science, major curriculum development efforts, and theories of learning from the 19th century to the 1980s. The discussion is textbooklike, with brief summaries of major ideas rather than thoughtful analysis. DeBoer presents neither a definitive history nor a critical social analysis of education theory. However, the persistence of similiar themes for over a century is evident: how much science should be taught; to whom; should it be practical or theoretical; should it emphasize process or content; use laboratory methods or texts; and should practical work demonstrate principles of stress problem solving? Advocates of science have constantly argued for curriculum that would devote 25 to 35% to science; schools have consistently required no more than one year of science for graduation. The gap between the two cultures continues, even as the nonscientific curriculum shifts from classical studies to practical subjects. The book provides a useful reminder, in language suitable for undergraduates, that most current ideas and controversies have historical precedents. G. E. Hein Lesley College