This paper describes research using the Educational Resources Information Center--ERIC database to conduct a content analysis of education journals for science teachers. The journals analyzed: "Science and Children" (S&C), "The Science Teacher" (TST), and "The Journal of College Science Teaching" (TJCST), are used by elementary school, high school, and college educators, respectively; and all are publications of the National Science Teachers Association. Journal abstracts were analyzed at 5-year intervals from 1970 to 1990 (n=782). Articles were assessed for their main focus and classified as either teacher-centered, student-centered, or neither. Articles were also assessed for science content. The third method of assessment looked at areas of potential interest to science educators. An instrument developed for the content analysis had an inter-rater reliability of 0.97. Results indicate all of the journals had a major trend for an increased percentage of articles on computer assisted instruction. Other major trends included a percentage decrease in S&C articles on environmental education, an increase in TST articles on the topic of space science, and an increase in TJCST articles on science and society and earth science. Biology was the most represented science content area in all of the journals. While lecturing is commonly used at all levels of instruction, this topic was not present in the S&C and TST sample. The authors conclude that testing and homework received inadequate coverage in S&C and TST, and student-centered instruction and science activities received the majority of coverage. (PR)