Implications of PISA Outcomes for Science Curriculum Reform in the Netherlands

2012 ◽  
pp. 7-21
Author(s):  
Harrie M. C. Eijkelhof ◽  
Johanna H. Kordes ◽  
Elwin R. Savelsbergh
Keyword(s):  
The Netherlands ◽  
Curriculum Reform ◽  
Science Curriculum

Science Curriculum Reform

Science ◽  
1990 ◽  
Vol 250 (4978) ◽  
pp. 192-193
Author(s):  
B. G. Aldridge
Keyword(s):  
Curriculum Reform ◽  
Science Curriculum

scholarly journals The Inquiry-Based Science Pedagogy Debate

2009 ◽  
Vol 2 (2) ◽  
pp. 155-166
Author(s):  
Marguerite Comley
Keyword(s):  
Curriculum Reform ◽  
Laboratory Experiments ◽  
Science Curriculum ◽  
Science Pedagogy

The science curriculum reform by Quebec’s Ministère de l’Éducation, du Loisir et du Sport (MELS) mandates the use and evaluates the performance of students in activities that would be defined as inquiry-based. This article discusses the importance of using inquiry-based laboratory experiments and assesses the challenges that teachers face when using this type of pedagogy.

scholarly journals Going Dutch? Lessons from the Outcome-Based Political Science Curriculum in the Netherlands

2020 ◽  
Vol 53 (3) ◽  
pp. 510-514
Author(s):  
Marijke Breuning
Keyword(s):  
Science Education ◽  
The Netherlands ◽  
Political Science ◽  
Learning Outcomes ◽  
Science Curriculum ◽  
Skills Training ◽  
Interesting Case ◽  
Transferable Skills ◽  
Science Curricula ◽  
Political Science Education

ABSTRACTDutch political science curricula integrate the acquisition of knowledge of the discipline and transferable skills. This makes it an interesting case for US political science education, especially in light of Wahlke’s (1991) recommendations for a structured political science curriculum that incorporates skills training in addition to knowledge of the field. Although some of Wahlke’s recommendations were widely adopted, US political science curricula remain relatively loosely structured and often do not explicitly focus on transferable skills.This article argues that the Dutch example may help US programs revisit how to best achieve learning outcomes that allow students to acquire both knowledge and transferable skills. This is not an argument for “going Dutch” wholesale; instead, the article suggests modest modifications to US political science curricula.

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