Abstracts and abstractors' critiques of eight science education research studies and two responses to critiques are presented in this journal issue. Each of the studies reviewed focused on a different research theme. Topics addressed include: (1) validation of a learning hierarchy for the mole concept; (2) transfer of learning with emphasis on models and procedures; (3) construct validity of the Longeot test of logical thinking; (4) proportional, probabilistic, and correlational reasoning; (5) relationships between self-concept and achievement of students in a college genetics course; (6) language preferences of freshmen college chemistry students; (7) student perceptions of science teachers, classes, and course content; and (8) effect of teacher gender on secondary students' perception of their science classroom learning environment. Responses to critiques on the studies of student perceptions and the effects of teacher gender conclude this issue. (ML)