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Kishore (2000) argues that science instruction at school level must incorporate values after having taught content at factual and conceptual levels. He holds that by developing scientic temper, value conflicts among science students can be resolved.
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Kishore (2000) argues that science instruction at school level must incorporate values after having taught content at factual and conceptual levels. He holds that by developing scientic temper, value conflicts among science students can be resolved.