School science curriculum reforms in Malaysia: world influences and national context

Lee, Molly N. N.

doi:10.1080/0950069920140302

Cited by 22 publications

(11 citation statements)

References 12 publications

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“…The Malaysian experience described by Tan (1991) and Lee (1992) conforms with curriculum development experiences in other developing countries (Lewin, 1993). This development generally saw a rapid quantitative growth in school systems during the 1960s, with minor modifications of existing syllabi to remove obvious colonial distortions.…”

Section: Discussionmentioning

confidence: 55%

“…Both Lee (1992) and Tan (1991) recognized the inherent problems in adopting curricula from another culture. When a country lacks experts knowledgeable in local needs and in the skills of curriculum design and implementation, and this is coupled with national imperatives for rapid development, it is not surprising when a foreign curriculum is adopted.…”

Section: Constraints On the Use Of Practical Activitiesmentioning

confidence: 97%

“…Malaysia, as a former colony of Great Britain, adopted three British science curricula. This process of adoption began in 1968 and continued through to 1981 and included the Scottish Integrated Science Syllabus for lower secondary school, the Nuffield Secondary School Science Curriculum for the nonscience stream of upper secondary school, and the Nuffield O Levels pure Science Syllabus for the upper-secondary science stream (Lee, 1992;Tan, 1991).…”

Section: Constraints On the Use Of Practical Activitiesmentioning

confidence: 99%

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Teacher training reforms in Indonesian secondary science: The importance of practical work in physics

Thair¹,

Treagust²

1999

J. Res. Sci. Teach.

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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.

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Section: Discussionmentioning

confidence: 55%

Section: Constraints On the Use Of Practical Activitiesmentioning

confidence: 97%

Section: Constraints On the Use Of Practical Activitiesmentioning

confidence: 99%

See 1 more Smart Citation

Teacher training reforms in Indonesian secondary science: The importance of practical work in physics

Thair¹,

Treagust²

1999

J. Res. Sci. Teach.

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“…However, unlike the approach taken since independence by countries such as Malaysia (Lee, 1992;Tan, 1991), the Indonesian Government did not take the initial approach of adopting and/or adapting an existing outside curriculum. Rather, at the outset, key personnel were provided with intensive in-service education, specifically designed for such tasks, at an overseas centre.…”

Section: Secondary Teacher Education In Indonesiamentioning

confidence: 93%

A review of teacher development reforms in Indonesian secondary science: The effectiveness of practical work in biology

Thair

Treagust

1997

Research in Science Education

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Science teaching in Indonesia has undergone major reforms since independence. This paper examines the role of practical activities in secondary science from an international perspective and contrasts this with a developing country perspective. In examining major curriculum and teacher training reforms in Indonesia, continuing influences on science education from industrialised 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 biology practical work i,n Indonesia suggest that practical activities in biology are more effective in enhancing student cognitive achievement, science process skills and problem solving abilities than traditional didactic classroom approaches.

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“…Lee (1992) describes the case of Malaysia, where an expatriate teacher developed a science curriculum to meet local needs as early as 1930. Post-independence science education became a priority for the new government very quickly after establishing a unified system with a common national language.…”

mentioning

confidence: 99%

An examination of some difficulties in integrating Western science into societies with an indigenous scientific tradition

Krugly-Smolska

1994

Interchange

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Few would argue that science and technology have had an impact throughout the world. When we speak about such impacts we are implicitly talking about Western science. Historians of science (especially in science textbooks) tend to place the beginnings of modern science at the time of Bacon, with a slight nod to Greek influences. There is little or no recognition of the scientific traditions of Eastern societies (such as China, India, and the Islamic world) and other indigenous cultures. Although there is no argument that science did not develop in the same manner in these societies, it is argued that they have a scientific tradition that should be considered when incorporating modem science into those societies. The difficulties in doing that are discussed, as is the question of the universality of science. The universality of science as a systematized set of processes for learning about the world is supported, but the culture that has arisen around it, resulting in a certain arrogance, is not. It is argued that the benefits of science and technology can be incorporated without the loss of cultural integrity if the society takes over its own research agenda and paradigms and maintains pride in its own traditons. The role of science education in this process is discussed.

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School science curriculum reforms in Malaysia: world influences and national context

Cited by 22 publications

References 12 publications

Teacher training reforms in Indonesian secondary science: The importance of practical work in physics

Teacher training reforms in Indonesian secondary science: The importance of practical work in physics

A review of teacher development reforms in Indonesian secondary science: The effectiveness of practical work in biology

An examination of some difficulties in integrating Western science into societies with an indigenous scientific tradition

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