A review of 402 documents at all school levels is presented to identify current trends in science education research studies. The documents are limited to journal articles, dissertation abstracts, and abstracted reports, primarily appearing in 1970. Nature of the research conducted is analyzed in terms of curriculum improvement projects, learning theories, child development, curriculum research, instrument design, teacher education, instructional methods, behavioral science, attitude analyses, student characteristics, and comparative and evaluative studies. Summaries are made concerning research findings from articles categorized in each of the areas. The authors indicate that individualization of instruction, Piaget studies, attitude measurement, inquiry teaching, and interaction analyses are emphasized. The quantity of research increased in 1970, with one-sixth of the studies related to new curriculum projects and over seventy percent presented as doctoral dissertations. The majority of the studies are short-term, localized, and of questionable value in the overall advancement of more effective science education. A bibliography of the reviewed articles is included. (CC)