The purpose of this paper is to provide a brief review and assessment of the status of research in science classroom interaction and teacher and student behavior, and to provide recommendations concerning science classroom interaction research and practice. Twenty recent science classroom behavior and interaction studies are reviewed. Flanders-based studies were reviewed by Evans for this symposium (National Association for Research in Science Teaching symposium, 1970) and have not been included here. A discussion and appraisal of the status and findings of science classroom interaction focused on the following aspects: the number of studies and the classroom setting, theoretical framework; teacher effectiveness, verbal and nonverbal behaviors; similarities and differences in behaviors and interaction; the nature of science; and training and education of science teachers and behavior change. Twelve recommendations concerning these aspects were made. (Author/PR)