The book "Inquiry-based learning in science: assessment and content implications" offers a comprehensive analysis of the opportunities that inquiry-based learning opens up in the sciences. It highlights how this approach fosters the understanding, skills, and attitudes that are necessary in an increasingly technology-oriented society. The author, Wynne Harlen, presents a model that illustrates how inquiry-based learning contributes to the gradual development of ideas and the role that associated skills play. A central concern of the book is the differentiation between the pedagogical practices of inquiry-based learning and traditional methods in science education. It argues that curricula should focus on a limited number of fundamental concepts to maximize the relevance and usefulness of what is learned. Additionally, the role of assessment in the context of inquiry-based learning is addressed, particularly how it supports learning and documents progress.