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The purpose of this study was to explore the relationships of students, teachers, and learning environment variables to science attitude. Data were collected from fourth, seventh, and ninth grade students and their science teachers. Variables found to be consistently related to science attitude of classes at all grade levels were (a) sense of the importance of science, (b) student fatalism, (c) teacher quality, and (d) a host of learning environment variables. Implications for teaching practices and for future research were offered.

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