Abstracts and abstractors' critiques of ten published articles related to curriculum, misconception research, and instruction are presented. Aspects addressed in the studies include: (1) Canadian teachers' opinions on changes in elementary and junior high school science programs; (2) current status of ecology education in Illinois; (3) meta-analysis report of the effects of ISCS Program; (4) impact of selected elementary science programs on classroom practices; (5) medical students understanding of natural selection; (6) junior high school age students' explanations of chemical reactions; (7) teaching children to ask operational questions; (8) alienation of students from science; (9) lesson structure and cognitive style and science achievement of elementary school children; and (10) effects of text questions of various types of retention of biology concepts by college students. Included for each study are purpose, research design and procedure, and findings and interpretations. A critique follows each review. (ML)