Computer science in Dutch secondary education: independent or integrated?

Sijde van der, Pieter C. and Doornekamp, B. Gerard (1992) Computer science in Dutch secondary education: independent or integrated? Education & Computing, 8 (3). pp. 217-224. ISSN 0167-9287

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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.
Item Type:	Article
Copyright:	© 1992 Elsevier Science
Research Group:	Curriculum Design and Educational Innovation (C&O)
Link to this item:	http://purl.utwente.nl/publications/26343
Official URL:	http://dx.doi.org/10.1016/0167-9287(92)92748-O
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