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Technology for 15+ – integration of technology in the science curriculum of upper level secondary education in the Netherlands
journal contributionposted on 2008-03-04, 17:17 authored by Cor de Beurs
In The Netherlands, as in other countries, there is a growing interest in technological education as a part of general secondary education (for students aged 12 to 18 years). We have an obligatory subject called ‘technology’ for students aged 12 to 15 in the lower level of secondary education, but no continuation in the upper level (for 15 to 18-year-olds). In 1997 the Dutch government decided to integrate aspects of technology into the science subjects of upper level secondary education. Under the authority of the Ministry of Education, the project group ‘Technology 15+’ developed a didactic framework and curriculum materials for the integration of technology and design activities into science subjects. The project group Technology 15+ is a co-operation between educational institutes, teacher training centres and the national institute for curriculum development. Where initially the attention was directed towards teaching content and curriculum development, now the focus is on a wide and durable implementation in all secondary schools. In co-operation with technical colleges, universities, local industry and secondary schools, we organise regional networks for supporting design activities in (and outside) schools. This support can have different dimensions, for example in-service training for science teachers, technical students coaching pupils working on design activities, pupils from secondary schools doing their practical work at the institutes, internet support, and visits to industry. In this paper I will report on this project.
- D&T Association Conference Series
CitationDE BEURS, C., 2000. Technology for 15+ – integration of technology in the science curriculum of upper level secondary education in the Netherlands. IN: Kimbell, R. (ed.). Design and Technology International Millennium Conference. Wellesbourne : The D&T Association, pp. 12-16
NotesThis is a conference paper