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This study investigates science teachers ' attitudes toward inquiry-based teaching and the influence of student participation in science activities on these attitudes. There were 45 teacher participants who taught upper elementary through high school. The three guiding questions of the study were: What are teachers ' views of science inquiry? What are science teachers ' beliefs about student learning? and Did the experience of participating in actual science inquiry motivate teachers to include more inquiry-based science in their classrooms? (Contains 18 references.) (YDS) Reproductions supplied by EDRS are the best that can be made from the original document