We have now entered a second time of deep concern for the science, math, and technological education for everyone. The first one occurred after the Sputnik fiasco, when the Russians beat us in the race to reach space. The concern now has risen due to what science groups such as the American Association for the Advancement of Science, and educators saw in comparison of assessments made of students in the U.S. and those in other developed countries, such as Japan. The answer to this concern was for the AAAS along with other groups to put out a guideline as to what constitutes scientific literacy, and what the public in the U.S. should at least know to be scientifically literate. As usual, though the AAAS addressed the fact that certain groups in the U.S. were not being 'included' in the pursuit of science literacy, such as women and racial minorities, in this their first book they skipped over those of us with disabilities. Since this is a major concern of mine and the area in which I do research, I was appalled to see they neglected 'us' once again, especially as the AAAS has a separate department dealing with the Disabled/Deaf. In spite of this mistake, the writing of this book has laid the groundwork for universities and colleges as to what the teachers they train should know and be able to teach so that our country can be more scientifically literate. With new information being made available through newspapers and the Internet on a daily basis, it is absolutely imperative that all adults regardless of race, gender, or ability be able to glean the information they need from this outpouring of information to make decisions requiring informed consent in health care, decisions on employment (since health care is one of the top employers in the U.S. today), and to teach their children. This book was the beginning, but it isn't the end. More books have further elucidated what is required for science literacy from both the AAAS and other science groups. This is the place to start if you are an educator of any kind who wants their students to become scientifically literate. Karen Sadler, Science Education, University of Pittsburgh, klsst23@pitt.edu

"Science for All Americans" will appeal to two audiences: people who want to know something about science and science teachers. Written under the guidance of the American Association for the Advancement of Science, the text describes what the average citizen or student needs to know to be reasonably scientifically literate. Science literacy is not knowing pages of facts, theories or equations. The book's organization helps define the basic components of science literacy. Chapters 1-3 describe what science is about. This includes defining the activity called science, introducing the language of science--mathematics, and the tools of science--technology. Chapters 4-9 present the fundamental base of scientific knowledge. The topics include: physical science (the universe, forces, motion), biological science (heridity, the cell, evolution), humans (the human organism, human society, technology), and mathematics. The information presented in these chapters is extremely well written in both a nontechnical and nonthreatening manner. If you've feared science or have forgotten all the science you have ever learned, you will still be able to enjoy and remember a surprising amount of the material presented. Chapter 10 summarizes the most fundamental discoveries of science. Finally, chapters 11-12 delve into the mind of a scientist. What patterns do we see in the world? And what type of mental habits should a scientist exhibit? The final 3 chapters of the book are on science teaching and reforming science education and so are of interest primarily to science teachers. The book achieves its aim of both defining science literacy and making the reader scientifically literate. In fact, the book does so well that I use it as the primary textbook in my college science class as part of the liberal arts education for nonscience majors. Speaking as a college instructor who spends most of my time teaching science to nonscientists, I emphasize again the organization, structure and writing of this book. Not only will you learn much from this book, you will develop a basis on which to increase your science literacy in the future. Science and technology are advancing rapidly--too rapidly for any one person to stay current in even one discipline. Yet citizens must make choices. This book will aid you in making informed choices when dealing with science and technology issues. As I try to explain to my students, it is not wrong to be feel discomfort at not knowing everything--no one does. The real error is to remain where you are now in your science literacy and not grow. This book will help you grow.