Members of the National Association for Research in Science Teaching (NARST) were asked to list specific priorities for research in science education. A total of 101 members, approximately 13% of the NARST membership, responded with a total of 398 statements placed into one of six general research categories: (1) Teacher Education; (2) Science Curriculum; (3) The Learner; (4) Classroom Variables; (5) The Teacher; and (6) Research Methodology and Focus. In addition, responses were placed into distinct classes within each general category. The following list of 12 research suggestions (in order of priority) represents a framework from which research possibilities for dissertations and proposals could be drawn: (1) Learning Strategies; (2) Learning and Development Not Related to Piaget Model; (3) Student Attitudes and Values Concerning Science; (4) Learning and Development According to Piagetian Model; (5) Identification of Content (Concepts and Processes); (6) Goals of Science Education; (7) Placement and Sequence of Content; (8) Content of Teacher Education Programs in Science and Education; (9) Unified or Integrated Curriculum; (10) Students' Inherent and Cultural Characteristics; (11) Implementation of Research; and (12) Instructional Materials and Technology. (Author/DS)