This 226-page book, written for elementary school teachers and administrators, presents a blueprint for planning and implementing a district-wide, inquiry-based science program in elementary schools.

With this book, the National Science Resources Center (sponsored by the National Academy of Sciences and the Smithsonian Institution) shares its model for bringing about district-wide elementary science reform. It provides suggestions for overcoming challenges and it aims to inspire educators to become involved with inquiry-centered education.

Science for All Children was written for elementary school teachers, administrators, school board members, parents, and scientists in a school district or community that is committed to building an inquiry-centered science program.

This book is a reform blueprint for districts that want to implement inquiry-centered elementary science and is divided into three parts. The first part presents a rationale for inquiry-based science, and describes how teaching through inquiry supports the way children learn naturally. Elements central to reform are presented, as well as a planning process for a new elementary science program, which includes how to help stakeholders build the environment that will support reform.

The second part of the book describes how to implement an inquiry-centered science program by focusing on the five elements of the NSRC model for science education reform. Chapters address curriculum selection, professional development, establishing and maintaining a science materials center, assessment strategies, and building support and partnerships with the school, district, universities, public and business communities.

The third part of the book provides case studies of several school districts that have implemented science education reform programs. These case studies illustrate a variety of approaches that communities have taken to implement inquiry-centered science programs, and each story concludes with a summary of lessons learned.

The chapters are short and easy to understand, and the main issues are effectively presented. Support for reform ideas is provided throughout the book, with excellent references cited in Parts 1 and 2.

Chapter 6, which outlines professional development for inquiry science, could be used to effectively plan such programs, and could be designed to accommodate teachers with varying degrees of familiarity with reform.

Professional development could be structured to include not only teachers, but also other stakeholders that are described in the book, such as scientists, engineers, and members of the business community. Some long-term professional development opportunities could be created whereby teachers within a district select inquiry-centered curriculum materials using the criteria stated in the book.

As the book points out, inquiry-centered science is time-consuming and challenging to implement. In addition, cost may be an issue for districts adopting inquiry-based science.