:
"The papers in this book are frankly provocative, taking issue with traditional ways of thinking about science curriculum, demanding that we turn away from business as usual. . . . It is not surprising that these distinguished authors from half a dozen countries would produce captivating papers for this volume."
–From the Foreword by F. James Rutherford, American Association for the Advancement of Science
"The notion of companion meanings as developed in this volume provides a sophisticated organizer of critical issues pertaining to and underlying the science curriculum. . . . should be of interest to all curriculum specialists, science teachers and teacher educators, and students of science education."
–Zoubeida Ramez Dagher, University of Delaware
"Educators and publishers have been scurrying about for much of the 1990s trying to translate into practice reform slogans such as ‘less is more’ and ‘building on what students already know.’ This volume by Roberts and Östman uses the idea of ‘companion meanings’ as a platform and context to discuss many of the theoretical and practical issues of science curriculum reform. A must read for science educators."
–Jim Shymansky, University of Iowa
"This valuable book offers the prospect of a renaissance for science education. . . . Issues about the contribution of science to an overall education, the basis for the selection of content, the cultural contexts of individuals participating in that education, the classroom discourse which mediates learning, are all addressed in a refreshing manner."
–John Gilbert, University of Reading
Douglas A. Roberts is a professor in the Faculty of Education at the University of Calgary, Canada. Leif Östman is a lecturer in the Department of Teacher Training at Uppsala University, Sweden.
