Abstract
The collaborative LUMA ecosystem encourages universities, schools, teachers, students, guardians, and the industry to collaborate and engage children and young people from age 3 to 19 in science, technology, engineering, and mathematics (STEM) and teachers at all levels in life-long professional development.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Preview
Unable to display preview. Download preview PDF.
Similar content being viewed by others
References
Aksela, M. (2005). Supporting meaningful chemistry learning and higher-order thinking through computer-assisted inquiry: A design research approach. Helsinki: University of Helsinki.
Aksela, M. (2008). The Finnish LUMA Centre: Supporting teachers and students in science, mathematics, and technology for life-long learning. Lifelong Learning in Europe, 13, 70-72.
Aksela, M. (2010). Evidence-based teacher education: Becoming a lifelong research-oriented chemistry teacher? Chemical Education Research and Practice, 11, 84-91.
Aksela, M., & Boström, M. (2012). Supporting students’ interest through inquiry-based learning in the context of fuel cells. Mevlana International Journal of Education 2(3), 53-61.
Aksela, M., & Lundell, J. (2008). Computer-based molecular modelling: Finnish school teachers’ experiences and views. Chemistry Education Research and Practice, 9, 301-308.
Alexander, J. M., Johnson, K. E., & Kelley, K. (2012). Longitudinal analysis of the relations between opportunities to learn about science and the development of interests related to science. Science Education, 96(5), 763-786.
Allen, A., Black, P., & Wallin, H. (2002). An evaluation report on the LUMA programme prepared for the Ministry of Education. Helsinki: Ministry of Education.
Angeli, C., & Valanides, N. (2009). Epistemological and methodological issues for the conceptualization, development, and assessment of ICT–TPCK: Advances in technological pedagogical content knowledge (TPCK). Computers & Education, 52, 154-168.
Arinen, P., & Karjalainen, T. (2007). PISA 2006 – Ensituloksia 15-vuotiaiden koululaisten luonnontieteiden, matematiikan ja lukemisen osaamisesta. Helsinki: Ministry of Education.
Bonk, C. J., & Graham, C. R. (2006). The handbook of blended learning: Global perspectives, local design. San Francisco, CA: Pfeiffer Publishing.
Cleaves, A. (2005). The formation of science choices in secondary school. International Journal of Science Education, 27(4), 471-486.
Design-based Research Collective. (2003). Design-based research: An emerging paradigm for educational inquiry. Educational Researcher, 32(1), 5-8.
Edelson, D. C. (2002). Design research: What we learn when we engage in design. The Journal of the Learning Sciences, 11, 105-121.
Education, Audiovisual, and Culture Executive Agency. (2011a). Mathematics education in Europe: National policies, practices and research. Brussels: Education, Audiovisual and Culture Executive Agency.
Education, Audiovisual and Culture Executive Agency. (2011b). Science education in Europe: National policies, practices and research. Brussels: Education, Audiovisual and Culture Executive Agency.
Finnish National Board of Education. (2011). Tieto- ja viestintätekniikka opetuskäytössä: Välineet, vaikuttavuus ja hyödyt. Tilannekatsaus [Information and Communication Technology in Educational Use: Tools, Effects and Benefits. Current view]. Helsinki: Finnish National Board of Education.
Finnish National Board of Education. (2014). A draft of the National Core Curriculum for Basic Education. Helsinki: Finnish National Board of Education. Retrieved from http://www.oph.fi/ops2016
Gao, P., Choy, D., Wong, A. F. L., & Wu, J. (2009). Developing a better understanding of technology based pedagogy. Australasian Journal of Educational Technology, 25(5), 714-730.
Gilbert, J. K. (2004). Models and modelling: Routes to more authentic science education. International Journal of Science and Mathematics Education, 2(2), 115-130.
Graham, C. R., Burgoyne, N., Cantrell, P., Smith, L., St. Clair, L., & Harris, R. (2009). TPACK development in science teaching: Measuring the TPACK confidence of in-service science teachers. TechTrends, 53(5), 70-79.
Guzey, S. S., & Roehrig, G. H. (2009). Teaching science with technology: Case studies of science teachers’ development of technology, pedagogy, and content knowledge. Contemporary Issues in Technology and Teacher Education, 9(1), 25-45.
Hidi, S., & Renninger, K. A. (2006). The four-phase model of interest development. Educational Psychologist, 41(2), 111-127.
Jussila, J., & Saari, S. (Eds.). (2000). Teacher education as a future-moulding factor: International evaluation of teacher education in Finnish universities. Helsinki: Finnish Higher Education Evaluation Council.
Kärnä, P., Houtsonen, L., & Tähkä, T. (Eds.). (2012). Luonnontieteiden opetuksen kehittämishaasteita 2012. Helsinki: Finnish National Board of Education.
Koehler, M. J., Mishra, P., & Cain, W. (2013). What is technological pedagogical content knowledge (TPACK)? Journal of Education, 193(3), 13-19.
Kupiainen, S., Hautamäki, J., & Karjalainen, T. (2009). The Finnish education system and PISA. Helsinki: Ministry of Education.
Lavonen, J., Byman, R., Uitto, A., Juuti, K., & Meisalo, V. (2008). Students’ interest and experiences in physics and chemistry related themes: Reflections based on a ROSE-survey in Finland. Themes in Science and Technology Education, 1(1), 7-36.
Lawless, K. A., & Pellegrino, J. W. (2007). Professional development in integrating technology into teaching and learning: Knowns, unknowns, and ways to pursue better questions and answers. Review of Educational Research, 77(4), 575-614.
Lim, C. P., & Chai, C. S. (2008). Teachers’ pedagogical beliefs and their planning and conduct of computer-mediated classroom lessons. British Journal of Educational Technology, 39(5), 807-828.
Martin, M. O., & Mullis, I. V. S. (Eds.). (2013). TIMSS and PIRLS 2011: Relationships among reading, mathematics, and science achievement at the fourth grade – Implications for early learning. Amsterdam: International Association for the Evaluation of Educational Achievement (IEA).
Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054.
Mishra, P., Koehler, M. J., & Kereluik, K. (2009). The song remains the same: Looking back to the future of educational technology. Techtrends, 53(5), 48-53.
Moursund, D., & Bielefeldt, T. (1999). Will new teachers be prepared to teach in a digital age? A national survey on information technology in teacher education. Eugene, OR: International Society for Technology in Education.
Niemi, H., & Toom, A., & Kallioniemi, A. (Eds.). (2012). The miracle of education: The principles and practices of teaching and learning in Finnish schools. Rotterdam: Sense Publishers.
Niess, M. L., Ronau, R. N., Shafer, K. G., Driskell, S. O., Harper, S. R., Johnston, C., & Kersaint, G. (2009). Mathematics teacher TPACK standards and development model. Contemporary Issues in Technology and Teacher Education, 9(1), 4-24.
Organisation for Economic Co-operation and Development. (2013). PISA 2012 Results in Focus: What 15-year-olds know and what they can do with what they know? Paris: Organisation for Economic Co-operation and Development.
Osborne, J., & Dillon, J. (2008). Science education in Europe: Critical reflections. A report to the Nuffield Foundation. London: King’s College London.
Osborne, J., Simon, S., & Collins, S. (2003). Attitudes towards science: A review of the literature and its implications. International Journal of Science Education, 25(9), 1049-1079.
Passey, D., Rogers, C., Machell, J., & McHugh, G. (2004). The motivational effect of ICT on pupils. Nottingham: University of Lancaster.
Pernaa, J., & Aksela, M. (2009). Chemistry teachers’ and students’ perceptions of practical work through different ICT learning environments. Problems of Education in the 21st Century, 16, 80-88.
Pernaa, J., & Aksela, M. (2013). Model-based design research: A practical method for educational innovations. Advances in Business-Related Scientific Research Journal, 4(1), 71-83.
Plomp, T., & Nieveen, N. (2009). An introduction to educational design research. Enschede: Netherlands Institute for Curriculum Development.
Rocard, M., Csermely, P., Jorde, D., Lenzen, D., Walberg-Henriksson, H., & Hemmo, V. (Eds.). (2007). Science education now: A renewed pedagogy for the future of Europe. Luxembourg: Office for Official Publications of the European Communities.
Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14.
Simola, H. (2005). The Finnish miracle of PISA: Historical and sociological remarks on teaching and teacher education. Comparative Education, 41(4), 455-470.
Stuckey, M., Hofstein, A., Mamlok-Naaman, R., & Eilks, I. (2013). The meaning of “relevance” in science education and its implications for the science curriculum. Studies in Science Education, 49(1), 1-34.
Tolppanen, S., Vartiainen, J., Ikävalko, V.-M., & Aksela, M. (in press). In I. Eilks & A. Hofstein (Eds.), Relevant chemistry education – From theory to practice. Rotterdam: Sense Publishers.
Wang, M.-T., & Degol, J. (2013). Motivational pathways to STEM career choices: Using expectancy value perspective to understand individual and gender differences in STEM fields. Developmental Review, 33, 304-340.
Vartiainen, J., & Aksela, M. (2013). Science clubs for 3 to 6-year-olds: Science with joy of learning and achievement. LUMAT, 1(3), 315-321.
Välijärvi, J., Kupari, P., Linnakylä, P., Reinikainen, P., Sulkunen, S., Törnroos, J., & Arffman, I. (2007). The Finnish success in PISA – And some reasons behind it. Jyväskylä: Institute for Educational Research, University of Jyväskylä.
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2014 Sense Publishers
About this chapter
Cite this chapter
Vihma, L., Aksela, M. (2014). Inspiration, Joy, and Support of Stem for Children, Youth and Teachers through the Innovative Luma Collaboration. In: Niemi, H., Multisilta, J., Lipponen, L., Vivitsou, M. (eds) Finnish Innovations and Technologies in Schools. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6209-749-0_11
Download citation
DOI: https://doi.org/10.1007/978-94-6209-749-0_11
Publisher Name: SensePublishers, Rotterdam
Online ISBN: 978-94-6209-749-0
eBook Packages: Humanities, Social Sciences and LawEducation (R0)