In this analysis, Mallon examines the correlation between Piaget’s cognitive development and science education. She explains that there are three dimensions of experience that Piaget suggests may account for cognitive development. The first being social experience, second physical experience and last logico-mathematical experience. She points out that Piaget places strong emphasis on the physical experience. Mallon then goes on to clarify that in science a teacher that follows the direction of Piaget will ensure there students have many materials that are developmentally appropriate for each level that the students may be. She states that the science teacher must be ready to acquaint the students to the materials and experiences that are most beneficial at his or her present development stage. She explains that adolescence will not need quite as many materials as they may have come accustomed to in early years, because adolescence are more capable of figuring out certain things verbally and will not need a manipulative to assist them. Mallon states that it can be useful to have the students come up with a number of solutions and then test their predictions using objects. She adds that most adolescence are competent enough to handle complicated problems. She concludes that science teachers must allow this cognitive process to slowly develop and not be rushed. This is an excellent source for any science teacher looking for ways to improve their ability to aid in the development of children.