Science teaching in Indonesia has undergone major reforms since independence. We examine the role of practical activities in secondary science from an international perspective and contrast this to a developing country perspective, identifying a number of constraints limiting the implementation of practical work. In examining major curriculum and teacher training reforms in Indonesia, continuing influences on science education from industrialized countries are acknowledged; however, unlike many other developing countries, Indonesia has essentially implemented curriculum and teacher training reforms using a pool of overseas trained senior teachers and locally trained personnel. A number of research studies on physics practical work in Indonesia are described, and the benefits and constraints of implementing practical work in physics classrooms are discussed.


  • Education > General

Education Levels:

  • Grade 1
  • Grade 6
  • Grade 8
  • Grade 9


Informal Education,Science Activities,NSDL,Education Foundations,Undergraduate (Lower Division),Secondary Education,Higher Education,Inquiry,Foreign Countries,Physics Education Research,General Physics,Social Sciences,Societal Issues,oai:nsdl.org:2200/20061003065626534T,Science Instruction,Teacher Preparation,NSDL_SetSpec_439869,History/Policy/Law,Teacher Attitudes,Developing Nations,Indonesia,Teacher Education Programs,Educational Practices,Physics,Education Practices,International Issues,Course,Curriculum Development,Vocational/Professional Development Education,Education,Laboratory Experiments



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