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Abstract

This study was conducted to determine changes in attitude toward science over time from the end of the first semester to the end of the second semester among seventh-grade life science students in a southeastern urban school system. The average attitude toward science of the 299 seventh graders changed from an undecided to a positive attitude toward science: 54 percent of the student sample remained the same in their attitude toward science, 46 percent had a change in attitude, 36 percent maintained a positive attitude toward science, and 20 percent of the student sample changed from a negative or undecided attitude to a positive attitude. Forty-four percent of the sample ended with a negative or undecided attitude toward science. Attitudinal subscales for this study included attitude toward the science teacher; science curriculum, and school. Significant relationships were found among the attitudinal subscales.

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Attitudes toward Science of Urban Seventh-Grade Life Science Students Overtime,and the Relationship to Future Plans,Family,Teacher,Curriculum,and School

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