Abstracts and abstractors' critiques of six science education research studies and six responses to critiques are presented in this issue of "Investigations in Science Education" (ISE). Each of the studies addresses some aspects of teacher education. Areas investigated include: (1) effects of inservice training on student learning; (2) description of incentives that may retain inservice science teachers and recruit prospective teachers; (3) influence of science education as a discipline on the attitudes of preservice teachers; (4) comparison of the effects of lectures versus activity based instruction on teacher attitudes; (5) teacher attitudes toward environmental education; and (6) the effect of a sequence of science courses on preservice elementary teachers' attitude toward and anxiety about teaching science. Responses to critiques involve studies from earlier issues of ISE as well as the current issue's study on preservice elementary teachers attitudes and anxiety toward teaching science. (ML)