Most of the papers and summaries of papers presented at the twelfth annual conference of the Australian Science Education Research Association are presented. Topics addressed focus on various aspects of science curriculum and instruction, teacher education, student and teacher characteristics, and learning. Papers presented include, among others, science education and philosophy of science; science teacher participation in reviews of syllabi; effects of practicing teaching on students' attitudes to teaching science; prospective versus retrospective synthesis of science teaching in the United States; childrens' drawings of natural phenomena; phases of a research project (description, analysis, action); student/teacher views of unsolved problems in biology; use of problem-solving in meaningful learning in biology; case study analysis of differences in learning processes/outcomes in biology; use of cognitive mapping in teaching/learning strategies; learning a procedural task; theory of learning in tertiary science education; nature of learning/cognitive styles; teacher transmission/interpretation and students' attitudes to science; formal school/attitudes of Papua New Guinea students (1972-1980); implementation of a personalized system of instruction in physical science and comparison of attitude and achievement with conventional classes; and student perceptions of influences of practical work in science at high school and matriculation levels in Tasmanian schools. (Author/JN)