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Abstract It is aforementioned that science may be a method of knowing “that our goal ought to be to impart scientific habits of mind” which learning should be learner targeted and adjusted towards method (Jane Maienschein, 2004). The phrase „science as the simplest way of knowing and science as a process‟ carry the conviction that science ought to be learned by doing. a considerable agreement had developed among investigators of „giftedness‟ that associate setting that encourages inquiry provides the simplest opportunities for all students to be told (Brand wein and Passow, 1989). The role of the laboratory is therefore, thought-about [...]