Presented are abstracts and abstractors' analyses of 10 studies related to science instruction and 3 studies related to science curriculum. Analyses in the first section (instruction) are on studies of: the influence of instructional structure and focus of control on achievement; effects of individualized audio-tutorial and frontal classroom-laboratory instructional methods on grade distribution; the relationship of teacher reinforcement and student inquiry behavior; an instrument designed to be used to obtain description about instructional methods and materials in a science laboratory; cognitive preferences of students related to a curriculum; classroom learning environment; students' difficulties in learning basic Mendelian genetics; pictorial presentation related to concept acquisition; evaluation of use of a zoo fieldtrip as an instructional method; and individualized instruction. Analyses in the second section (curriculum) are on: the aims of science laboratory courses; a longitudinal study of 5 years of Intermediate Science Curriculum Study (ISCS); and the influence of the use of the Biological Sciences Curriculum Study (BSCS) Elementary School Science Program on students' listening skills. Responses by three authors to analyses of their studies are included. (JN)