Abstractor's analyses of 12 science education research studies focusing on science instruction are presented. These include: (1) use of Learning Environment Inventory in junior high school classrooms organized for individualized instruction; (2) microteaching and strategy analysis as used in a science methods course; (3) comparison of two different teaching methods in a college physics course for non-science majors; (4) comparison of effects of didactic and inquiry teaching in cooperative and competitive settings; (5) interaction of teaching method, level of student intelligence and sex in problem-solving tasks; (6) comparison of lecture and audio-tutorial instruction on acquisition of science process skills by preservice teachers; (7) modeling as a method for acquiring teaching skills; (8) use of extra credit opportunities by college freshmen enrolled in a large-enrollment biology course; (9) use of filmed experiments as an alternative to study-centered laboratory work in chemistry; (10) development of an instrument for assessing scientific literacy of secondary school students; (11) an instrument for use in distinguishing between relatively concrete and relatively formal levels of logical development; and (12) students' reasoning abilities, achievement in high school chemistry, and misconceptions they held concerning chemical equilibria. Author's responses to abstractor's analyses of the latter three studies are also presented. (Author/JN)