Which way with informatics in high schools in the Netherlands? The Dutch dilemma

N.M. Diepen, J.C. Perrenet, B. Zwaneveld

Onderzoeksoutput: Bijdrage aan tijdschriftTijdschriftartikelAcademicpeer review

10 Citaties (Scopus)

Uittreksel

Informatics is currently being taught in high schools all over the world. In the Dutch curriculum, computer literacy is taught in the lower grades as a compulsory subject, Informatics is taught as an elective in the higher grades of some schools.As a follow-up to the outline of Grgurina and Tolboom (2008), the discussion about the future of Informatics education in the Netherlands is investigated and elaborated in this paper. Our research brings forward four positions of the stakeholders in the field: the negative-critical view, the positive-realistic view, the no-nonsense view and the innovative view. Extreme positions are either ‘to terminate the school subject, because teachers are not qualified and there is little relation with Informatics as a scientific discipline’, or ‘to strengthen the school subject because of its social relevance’. The latter position will be substantiated by a discussion of the novice-expert approach for teaching and the importance of enculturation and situated learning. As a way to strengthen secondary Informatics teaching, especially in the Netherlands, Schoenfeld’s framework is advised (Schoenfeld, 2010).
TaalEngels
Pagina's123-148
TijdschriftInformatics in Education
Volume10
Nummer van het tijdschrift1
StatusGepubliceerd - 2011

Vingerafdruk

Teaching
Netherlands
school
Education
subject teacher
enculturation
scientific discipline
literacy
stakeholder
expert
learning
education

Citeer dit

@article{6ab2b8b1eb0d47bcbce6dce907dbf81d,
title = "Which way with informatics in high schools in the Netherlands? The Dutch dilemma",
abstract = "Informatics is currently being taught in high schools all over the world. In the Dutch curriculum, computer literacy is taught in the lower grades as a compulsory subject, Informatics is taught as an elective in the higher grades of some schools.As a follow-up to the outline of Grgurina and Tolboom (2008), the discussion about the future of Informatics education in the Netherlands is investigated and elaborated in this paper. Our research brings forward four positions of the stakeholders in the field: the negative-critical view, the positive-realistic view, the no-nonsense view and the innovative view. Extreme positions are either ‘to terminate the school subject, because teachers are not qualified and there is little relation with Informatics as a scientific discipline’, or ‘to strengthen the school subject because of its social relevance’. The latter position will be substantiated by a discussion of the novice-expert approach for teaching and the importance of enculturation and situated learning. As a way to strengthen secondary Informatics teaching, especially in the Netherlands, Schoenfeld’s framework is advised (Schoenfeld, 2010).",
author = "N.M. Diepen and J.C. Perrenet and B. Zwaneveld",
year = "2011",
language = "English",
volume = "10",
pages = "123--148",
journal = "Informatics in Education",
issn = "1648-5831",
publisher = "Institute of Mathematics and Informatics",
number = "1",

}

Which way with informatics in high schools in the Netherlands? The Dutch dilemma. / Diepen, N.M.; Perrenet, J.C.; Zwaneveld, B.

In: Informatics in Education, Vol. 10, Nr. 1, 2011, blz. 123-148.

Onderzoeksoutput: Bijdrage aan tijdschriftTijdschriftartikelAcademicpeer review

TY - JOUR

T1 - Which way with informatics in high schools in the Netherlands? The Dutch dilemma

AU - Diepen,N.M.

AU - Perrenet,J.C.

AU - Zwaneveld,B.

PY - 2011

Y1 - 2011

N2 - Informatics is currently being taught in high schools all over the world. In the Dutch curriculum, computer literacy is taught in the lower grades as a compulsory subject, Informatics is taught as an elective in the higher grades of some schools.As a follow-up to the outline of Grgurina and Tolboom (2008), the discussion about the future of Informatics education in the Netherlands is investigated and elaborated in this paper. Our research brings forward four positions of the stakeholders in the field: the negative-critical view, the positive-realistic view, the no-nonsense view and the innovative view. Extreme positions are either ‘to terminate the school subject, because teachers are not qualified and there is little relation with Informatics as a scientific discipline’, or ‘to strengthen the school subject because of its social relevance’. The latter position will be substantiated by a discussion of the novice-expert approach for teaching and the importance of enculturation and situated learning. As a way to strengthen secondary Informatics teaching, especially in the Netherlands, Schoenfeld’s framework is advised (Schoenfeld, 2010).

AB - Informatics is currently being taught in high schools all over the world. In the Dutch curriculum, computer literacy is taught in the lower grades as a compulsory subject, Informatics is taught as an elective in the higher grades of some schools.As a follow-up to the outline of Grgurina and Tolboom (2008), the discussion about the future of Informatics education in the Netherlands is investigated and elaborated in this paper. Our research brings forward four positions of the stakeholders in the field: the negative-critical view, the positive-realistic view, the no-nonsense view and the innovative view. Extreme positions are either ‘to terminate the school subject, because teachers are not qualified and there is little relation with Informatics as a scientific discipline’, or ‘to strengthen the school subject because of its social relevance’. The latter position will be substantiated by a discussion of the novice-expert approach for teaching and the importance of enculturation and situated learning. As a way to strengthen secondary Informatics teaching, especially in the Netherlands, Schoenfeld’s framework is advised (Schoenfeld, 2010).

M3 - Article

VL - 10

SP - 123

EP - 148

JO - Informatics in Education

T2 - Informatics in Education

JF - Informatics in Education

SN - 1648-5831

IS - 1

ER -