Abstracts and abstractors' critiques of 10 science education research studies are presented. The first section contains four studies related to science teacher education. These studies focus on: preservice elementary science teachers' science content backgrounds, perceptions of purposes for teaching science in elementary schools, and their concerns about teaching children science; effects of field-based versus campus-based science methods courses on preservice elementary teachers' attitudes toward science teaching and pupil control; the feasibility of training teachers in using a questioning technique; and the influence of the type of practice in acquiring process skills by preservice elementary teachers. The second section contains three studies dealing with student achievement: relationships of sex, mathematics and science achievement, and science self-concept on science career preferences of black students; effects of different kinds of museum tours on children's attitudes and learning; and the relationship of students' attitudes and achievement on external examinations. The last section contains studies dealing with nonscience majors' expectation of the scientific enterprise, perceptions of high school students as to whether certain science fields are masculine or feminine, and the level of detail and degree of abstraction appropriate for different age groups who are learning about the earth in space. (JN)