Editorial

Johanna Naukkarinen; Sonja Niiranen

doi:10.31129/LUMAT.11.4.2208

Authors

Johanna Naukkarinen LUT University, Finland https://orcid.org/0000-0001-6029-5515
Sonja Niiranen Tampere University, Finland https://orcid.org/0000-0001-9507-8406

DOI:

https://doi.org/10.31129/LUMAT.11.4.2208

Keywords:

technology education, learning, 5E learning model

Abstract

When we started to prepare this first LUMAT special issue on technology education in early 2023 we were a bit concerned whether our rather broad framing of the topic – contemporary issues – would attract too much attention. Due to the relatively short international history of technology education, we anticipated that the term technology education would be interpreted various ways and hence decided to clarify in the call for papers that ”[a] common denominator for all technology education is/should be that it explicitly aims at learning about technology”.

References

Dakers, J. R. (2024). What is technology education? LUMAT: International Journal on Math, Science and Technology Education, 11(4). https://doi.org/10.31129/LUMAT.11.4.2207

Leinonen, R., & Salonen, A. (2024). Fysiikan, käsityön ja kemian opettajaopiskelijoiden käsityksiä monialaisesta opettajuudesta ja teknologiakasvatuksesta. LUMAT: International Journal on Math, Science and Technology Education, 11(4), 25–58. https://doi.org/10.31129/LUMAT.11.4.2030

Özer, Z., & Demirbatır, R. E. (2023). STEAM based music activity example for gifted students: I design my instrument with Scratch and Makey Makey. LUMAT: International Journal on Math, Science and Technology Education, 11(4), 1–24. https://doi.org/10.31129/LUMAT.11.4.1993