Science achievement as it relates to science curricula and programs at the sixth grade level in montana public schools

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Abstract

This study deals primarily with the relationship between pupil achievement in science and factors in the science program. An inventory of science attitudes, interests, and appreciations was constructed and administered in connection with an advanced science test to a large sample of sixth graders. Their teachers completed science teaching questionnaires. The results of the study are significant and are a contribution to the field.

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