Computer science in Dutch secondary education: independent or integrated?

Peter van der Sijde, B.G. Doornekamp

    Research output: Contribution to journalArticleAcademic

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    Abstract

    Nowadays, in Dutch secondary education, computer science is integrated within school subjects. About ten years ago computer science was considered an independent subject, but in the mid-1980s this idea changed. In our study we investigated whether the objectives of teaching computer science as an independent subject are met when computer science is integrated within school subjects. The main problem was that there was no formal curriculum of computer science as an independent subject. Therefore we interviewed 13 experts in the field of computer science and then compared this formal curriculum with the operational (integrated) curriculum, which is still in the development stage. It appears that most of the components of the formal curriculum are being covered by the operational curriculum, and we therefore concluded that these curricula are equivalent, although there may be differences in the level of teaching. In our opinion the best approach to computer science is to combine the independent and the integrated approaches.
    Original languageUndefined
    Pages (from-to)217-224
    Number of pages8
    JournalEducation & computing
    Volume8
    Issue number3
    DOIs
    Publication statusPublished - 1992

    Keywords

    • METIS-134994
    • IR-26343

    Cite this

    van der Sijde, Peter ; Doornekamp, B.G. / Computer science in Dutch secondary education: independent or integrated?. In: Education & computing. 1992 ; Vol. 8, No. 3. pp. 217-224.
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    Computer science in Dutch secondary education: independent or integrated? / van der Sijde, Peter; Doornekamp, B.G.

    In: Education & computing, Vol. 8, No. 3, 1992, p. 217-224.

    Research output: Contribution to journalArticleAcademic

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