Abstract
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 sub- sequent discussions about the necessity and consequences of using STEM initiatives to prepare and inform our next generation of citizens. This commentary questions the pru- dence 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 per- spective framed through socioscientific considerations is offered as an alternative con- ceptualization as well as surplus model to hegemonic STEM practices.
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