STEM education: A deficit framework for the twenty first century? A sociocultural socioscientific response

被引：151
作者：
Zeidler D.L. [1 ]
机构：
[1] Department of Teaching and Learning, College of Education, University of South Florida – Tampa Bay, 4202 East Fowler Avenue, Tampa, 33620-5650, FL
来源：
Cultural Studies of Science Education | 2016年 / 11卷 / 1期
关键词：
Scientific literacy; Sociocultural issues; Socioscientific issues; STEM;
D O I：
10.1007/s11422-014-9578-z
中图分类号：
学科分类号：
摘要：
The ubiquitous of STEM education initiatives in recent years has created a bandwagon that has moved at nearly light speed. The impulse of the science education community and policy-makers is to grab hold for dear life or be marginalized from subsequent discussions about the necessity and consequences of using STEM initiatives to prepare and inform our next generation of citizens. This commentary questions the prudence of STEM-related science education goals, as typically represented and discussed in the literature, and likens the current practice to a deficit framework. A sociocultural perspective framed through socioscientific considerations is offered as an alternative conceptualization as well as surplus model to hegemonic STEM practices. © 2014, Springer Science+Business Media Dordrecht.
引用
收藏
页码：11 / 26
页数：15
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