The book begins with a preface by the editors in which they describe the goals and aspirations of the text. A wonderful foreword by Dorothy Gabel ties the contents of the book to the historical and current issues of chemical education that have populated her experience over nearly 50 years.

The book has 17 chapters and a distinguished set of five editors and 30 authors or co-authors. It is organized into five parts, each with a summative preface.

• History and philosophy: nature of knowledge, chemical education contributions from history, models and modeling, learning in the laboratory
• Nature of curricula: general education, vocational education, informal learning, context-based approaches
• Teaching and learning about compounds: particulate nature of matter, bonding, problem solving
• Teaching and learning about chemical change: equilibrium, kinetics, electrochemistry, thermodynamics
• Teachers and the future: training of teachers, research and development for the future

The editors have set some lofty goals for themselves and the authors. They say the intended audience is “all branches of formal chemical education (primary and secondary schools, vocational colleges, universities) and informal chemical education (science and technology centers, books, TV)”. This would comprise chemistry teachers of all levels, curriculum developers and managers, teacher educators, chemistry education researchers, and text publishers. Three principles guide the book and are part of the title, “towards research-based practice”: (1) all aspects of chemical education should be associated with research; (2) the development of the area should be continuous and be linked to research; and (3) professional development should make use of research.

The authors took their mission to heart. Coverage of each topic is thorough with historical reference to the development of research in each area, practical examples or demonstrations of the issues, many suggestions for on-going or future research work, and extensive citations to the primary literature. The chapters average 22 pages, a length that assures a thorough coverage without overwhelming the reader. However, I was surprised that there were not more figures, graphs, or tables. There is certainly considerable data cited and discussed. Apparently most authors have chosen not to restate or reprint material from the citations. While the majority of authors of this monograph are from the European Union, the message is clear and universal. The problems and issues are not dictated or limited by national boundaries.

A “chemical education” book could include a wide variety of topics, ranging from classical educational theory to practical applications. This book does remain focused on using research to educate and guide decisions. It never purports to be a “how to” book, but there is much practical information. Although some of the research comes from studies that include other sciences, the authors address their topics from the perspective of chemists. That is particularly obvious when one considers that there are seven chapters dealing specifically with teaching and learning about compounds and chemical change. Furthermore, problem-solving includes examples that we might all see on our own examinations. The book omits the entire area of assessment since existing reviews cover that in a broader context (all of science, not just chemistry).

Well, I was convinced. Everyone, or almost everyone, involved in chemical education should have a copy. If you can’t own it, at least find a way to read it. Sorry, I’m using mine.