Science laboratories in resource-limited education
A literature review with implications for Timor-Leste
DOI:
https://doi.org/10.32674/erqds560Keywords:
Science education, science laboratories, resource-limited schools, inquiry-based learning, low-cost experiments, Timor-LesteAbstract
This review explores the role of science laboratories in strengthening science education within resource‑limited contexts, with particular attention to Timor‑Leste. Drawing on peer‑reviewed studies and policy documents published between 2019 and 2025, the synthesis highlights how laboratory access fosters students’ conceptual understanding and inquiry skills through hands‑on engagement. Yet, many schools continue to depend on low‑cost experiments due to infrastructural constraints, creating a persistent gap between curriculum aspirations and classroom realities. The analysis underscores the importance of expanding laboratory infrastructure, investing in teacher professional development, and adopting context‑appropriate experimental strategies to advance science learning in basic education settings.
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