Abstracts and abstractors' critiques of six science education research studies and two responses to critiques are presented in this journal issue. Each of the studies addressed some aspect of instruction. Areas investigated include: (1) the effects of teacher-demonstration as compared to those of self-paced instruction on student achievement; (2) use of a teachers' self-report form for the study of classroom transactions; (3) effectiveness of diagnostic-remedial instruction; (4) relationships among elementary school students' interest in science, attitudes toward science, and reactive curiosity; (5) methods employed in solving high school genetics problems; and (6) the effect of instructional intervention to teach sixth grade students experimental problem solving. Responses to critiques on the studies of the teachers' self-report form and experimental problem solving conclude this issue. (ML)