Advertisement

The Second Decade of Informatics in Dutch Secondary Education

  • Nataša Grgurina
  • Jos Tolboom
  • Erik Barendsen
Conference paper
Part of the Lecture Notes in Computer Science book series (LNCS, volume 11169)

Abstract

In 1998, informatics was introduced as an elective subject for all students in the upper grades of senior general secondary education and pre-university education in the Netherlands. Rather than focusing on digital literacy or the use of office applications, it focuses on informatics as a scientific discipline. In its first decade, it faced growing pains while fighting for recognition and necessary facilities from the stakeholders: students, parents, school administrators, politicians and the general public. In 2007, the curriculum was slightly streamlined but not updated. In its second decade, informatics reached adulthood with established teacher training programs and a new curriculum which is to be introduced in 2019. In this paper we describe the events and processes that led to the renewal of the curriculum, the curriculum itself with the principles it is based on and its aims, the current process of teaching material development, the related research, the teacher training, curriculum reform in primary and lower secondary education, and the current situation of informatics as an upper secondary school subject, together with the challenges it still faces.

Keywords

Secondary informatics Curriculum development Country report 

References

  1. 1.
    Opdracht vernieuwingscommissie informatica 2014–2015 (2014)Google Scholar
  2. 2.
    Lorentz Worksop (2015)Google Scholar
  3. 3.
    Adriaens, H., Fontein, P., den Uijl, M., de Vos, K.: De toekomstige arbeidsmarkt voor onderwijspersoneel po, vo en mbo 2015–2025; Update November 2016. CentERdata, Tilburg (2016)Google Scholar
  4. 4.
    Barendsen, E., Tolboom, J.: Advisory report (intended) curriculum for informatics for upper secondary education. SLO, Enschede (2016)Google Scholar
  5. 5.
    Barendsen, E., Grgurina, N., Tolboom, J.: A new informatics curriculum for secondary education in The Netherlands. In: Brodnik, A., Tort, F. (eds.) ISSEP 2016. LNCS, vol. 9973, pp. 105–117. Springer, Cham (2016).  https://doi.org/10.1007/978-3-319-46747-4_9CrossRefGoogle Scholar
  6. 6.
    Bennett, J., Holman, J.: Context-based approaches to the teaching of chemistry: what are they and what are their effects? In: Gilbert, J.K., De Jong, O., Justi, R., Treagust, D.F., Van Driel, J.H. (eds.) Chemical Education: Towards Research-Based Practice, pp. 165–184. Kluwer, Dordrecht (2002)Google Scholar
  7. 7.
    Dagiene, V., Stupuriene, G.: Bebras-a sustainable community building model for the concept based learning of informatics and computational thinking. Inform. Educ. 15(1), 25 (2016)CrossRefGoogle Scholar
  8. 8.
    DUO: Leerlingen in het voortgezet onderwijs, 13 June 2018Google Scholar
  9. 9.
    Gander, W., et al.: Informatics education: Europe cannot afford to miss the boat. Report of the Joint Informatics Europe & ACM Europe Working Group on Informatics Education, (2013)Google Scholar
  10. 10.
    Grgurina, N., Barendsen, E., Suhre, C., van Veen, K., Zwaneveld, B. Assessment of Modeling Projects in Informatics Class. In Anonymous (2018, in press)Google Scholar
  11. 11.
    Grgurina, N., Tolboom, J.: The first decade of informatics in Dutch high schools. Inform. Educ. 7(1), 55–74 (2008)Google Scholar
  12. 12.
    Grgurina, N., Barendsen, E., Suhre, C., van Veen, K., Zwaneveld, B.: Investigating informatics teachers’ initial pedagogical content knowledge on modeling and simulation. In: Dagiene, V., Hellas, A. (eds.) ISSEP 2017. LNCS, vol. 10696, pp. 65–76. Springer, Cham (2017).  https://doi.org/10.1007/978-3-319-71483-7_6CrossRefGoogle Scholar
  13. 13.
    Grgurina, N., Barendsen, E., van Veen, K., Suhre, C., Zwaneveld, B.: Exploring students’ computational thinking skills in modeling and simulation projects: a pilot study. In: Anonymous Proceedings of the Workshop in Primary and Secondary Computing Education, pp. 65–68. ACM (2015)Google Scholar
  14. 14.
    Grgurina, N., Barendsen, E., Zwaneveld, B., van de Grift, W., Stoker, I.: Computational thinking skills in Dutch secondary education. In: Anonymous Proceedings of the 8th Workshop in Primary and Secondary Computing Education, pp. 31–32. ACM (2013)Google Scholar
  15. 15.
    Grgurina, N., Barendsen, E., Zwaneveld, B., van Veen, K., Stoker, I. Computational thinking skills in Dutch secondary education: exploring pedagogical content knowledge. In: Anonymous Proceedings of the 14th Koli Calling International Conference on Computing Education Research, pp. 173–174. ACM (2014)Google Scholar
  16. 16.
    Grgurina, N., Barendsen, E., Zwaneveld, B., van Veen, K., Stoker, I.: Computational thinking skills in Dutch secondary education: exploring teacher’s perspective. In: Anonymous Proceedings of the 9th Workshop in Primary and Secondary Computing Education, pp. 124–125. ACM (2014)Google Scholar
  17. 17.
    Grgurina, N., Barendsen, E., Zwaneveld, B., van Veen, K., Suhre, C.: Defining and observing modeling and simulation in informatics. In: Brodnik, A., Tort, F. (eds.) ISSEP 2016. LNCS, vol. 9973, pp. 130–141. Springer, Cham (2016).  https://doi.org/10.1007/978-3-319-46747-4_11CrossRefGoogle Scholar
  18. 18.
    Kirschner, P.A., Van Merriënboer, J.: Ten steps to complex learning a new approach to instruction and instructional design. In: Anonymous (2008)Google Scholar
  19. 19.
    KNAW: Digitale geletterdheid in het voortgezet onderwijs. Koninklijke Nederlandse Akademie van Wetenschappen, Amsterdam (2013)Google Scholar
  20. 20.
    Magnusson, S., Krajcik, J., Borko, H.: Nature, sources, and development of pedagogical content knowledge for science teaching. In: Gess-Newsome, J., Lederman, N.G. (eds.) Examining Pedagogical Content Knowledge, pp. 95–132. Kluwer, Dordrecht (1999)Google Scholar
  21. 21.
    Schmidt, V. Vakdossier 2007 informatica. Technical report, SLO, Stichting Leerplanontwikkeling, Enschede, The Netherlands (2007)Google Scholar
  22. 22.
    Thijs, A.M., Fisser, P., van der Hoeven, M.: Digitale geletterdheid en 21e eeuwse vaardigheden in het funderend onderwijs: een conceptueel kader (draft). SLO, Enschede (2014)Google Scholar
  23. 23.
    Tolboom, J., Kruger, J., Grgurina, N.: Informatica in de bovenbouw havo/vwo: Naar aantrekkelijk en actueel onderwijs in informatica. SLO, Enschede (2014)Google Scholar

Copyright information

© Springer Nature Switzerland AG 2018

Authors and Affiliations

  • Nataša Grgurina
    • 1
  • Jos Tolboom
    • 2
  • Erik Barendsen
    • 3
    • 4
  1. 1.Teaching and Teacher EducationUniversity of GroningenGroningenThe Netherlands
  2. 2.Stichting LeerplanontwikkelingEnschedeThe Netherlands
  3. 3.Radboud UniversityNijmegenThe Netherlands
  4. 4.Open UniversityHeerlenThe Netherlands

Personalised recommendations