Do viewing and discussing recorded classroom situations and formulating written objectives for one's own teaching behavior affect the self-evaluation practices and attitude toward and use of science teaching practices of pre-service teachers? This problem was investigated within the context of the Pre-Student Teaching and Student Teaching Programs in science education at The Ohio State University. Subjects from the two blocking levels were randomly assigned to three treatment levels. Each treatment level received seven seminars spread over two quarters. R1 subjects reviewed and discussed recorded classroom situations and formulated written objectives for their own teaching behavior. R2 subjects viewed and discussed the recordings but did not formulate written objectives. R3 subjects discussed their current teaching experiences and formulated written objectives. Some of the results were that R1 participants solicited specific written feedback from their pupils more often than did R3 participants. R1 and R3 participants (who wrote objectives) developed less restrictive views of science teaching than did R2 participants. The results give limited support to the belief that a pre-service teacher's self-evaluation practices are in part dependent on whether or not he has concrete points of reference for thinking about teaching and he has formulated objectives for his teaching behavior. (Author/BR)