TODAY'S HIGHLY complex and technologic ally geared society has made imperative the needfor un derstanding science and for developing more scien tists. This need has implications for the science education program in our secondary schools. Since it is generally agreed that one of the basic objec tives of the secondary school is to prepare students to live a rich and full life, the school is faced with the challenge of studying and modifying its program so that youth may be assisted in their adjustment to this new society with its new and increasing de
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Montague Montgomery Oliver (1965) studied this question.
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