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Denne artikkelen beskriver hvordan unge kokkeelever forholder seg til smak gjennom opplæringen i vg1 restaurant- og matfag i den videregående skolen. Empirien er innhentet gjennom fire ukers observasjon av elever i to vg1-klasser, og fokusgruppeintervjuer av elevene som hadde søkt seg videre til vg2 kokk og servitør. Resultatene antyder en todeling i hvordan elevene erfarer smak. På den ene siden ser vi at elever snakker om smak som en personlig opplevelse knyttet til individuelle preferanser, noe som kan være et resultat av erfaringer og bakgrunn. På den andre siden posisjonerer elevene seg selv som profesjonelle, nemlig som kokker som skal lage og servere mat til andre (gjester/kunder), og der kokkens personlige smak må settes i bakgrunnen. Våre funn peker mot et behov for tydeligere tilnærminger til undervisning om smak i yrkesopplæringen, samt at læringsressurser og læreverk har et tydeligere utviklet didaktisk perspektiv på kompleksiteten i yrkesrettet smaksopplæring. ENGLISH ABSTRACT Who Is the Master of Taste? Young Chef Students’ Experience of Taste The present article describes how young chef students relate to taste through their first year of culinary education in upper secondary vocational school in Norway. The research data were obtained during four weeks of observation of students in two first-year classes followed by focus group interviews. The results suggest a dichotomy in how students experience taste. On the one hand, we find that students talk about taste as a personal experience, linked to individual preferences, which might be a result of life experiences and personal background. On the other hand, students position themselves as nascent professionals, namely as chefs who will prepare and serve food to others (diners/customers), and where the chef’s personal taste must play second fiddle. Our findings point to a need for clearer approaches to teaching about taste in vocational training, as well as the need for a more elaborately developed didactic perspective on the complexity of vocational taste training in learning resources and textbooks.

Lately STEAM (science, technology, engineering, art/aesthetics/architecture/all, mathematics) education has become a common notion. Yet, the theoretical and practical perspectives on STEAM, from its nature to classroom applications and its implementation in teacher education have unexamined potential. This special issue grew out of the International LUMAT Research Symposium “Promoting STEAM in Education” that took place at the University of Helsinki, Finland in June of 2020. With the challenges of organizing an online symposium in the midst of the COVID-19 pandemic, its online nature had significant advantages. The symposium drew international scholars inviting a multitude of prospective on STEAM education, while uncovering the challenges faced by educators. The issue aims at examining these challenges through a collection of papers. In this editorial, we introduce some key notions, discourses, and challenges of STEAM education, as a relatively novel concept and briefly discuss the history of STEAM and its evolution over the last decades. We also problematize STEAM and its roots through asking a question: What is “A” in STEAM representing? Then we introduce the three articles in this special issue: “Full STEAM ahead, but who has the map? – A PRISMA systematic review on the incorporation of interdisciplinary learning into schools”; Promoting STEAM learning in the early years: ‘Pequeños Científicos’ Program”; and “Promoting student interest in science: The impact of a science theatre project”. These articles challenge us to rethink STEAM education, reveal the potential of STEAM, and offer ideas for future research.