Primary STEM Education in the Netherlands

Abstract

This chapter elaborates on four challenges related to the specific character of Science, Technology, Engineering and Mathematics (STEM) education in primary education in The Netherlands. Before focusing on these challenges, we sketch out an overview in section 1 indicating the importance of STEM-education. Following on from this partly historical analysis, we then focus on the following challenges: (section 2) assessing learning outcomes in STEM education, (section 3) the relation between mathematics and other STEM domains, section 4) data literacy and maker education in STEM education and (section 5) the critical role of teachers' content knowledge in STEM teaching. With respect to these challenges we describe both theoretical as well as practical questions and demands that emerged from professional learning networks. Classroom examples further illustrate these challenges. The chapter concludes with recommendations for further research and curriculum development in STEM education.