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The role of globalization; science, technology, engineering, and math education; project-based learning; and national science fair policy in creating 21st-century ready students in Costa Rica

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The role of globalization; science, technology, engineering, and math education; project-based learning; and national science fair policy in creating 21st-century ready students in Costa Rica

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Content Running head: CREATING 21ST-CENTURY READY STUDENTS IN COSTA RICA 1
THE ROLE OF GLOBALIZATION; SCIENCE, TECHNOLOGY, ENGINEERING,
AND MATH EDUCATION; PROJECT-BASED LEARNING; AND NATIONAL
SCIENCE FAIR POLICY IN CREATING 21ST-CENTURY READY
STUDENTS IN COSTA RICA
by
Moises Mauricio Merlos
A Dissertation Presented to the
FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION

August 2015
CREATING 21ST-CENTURY READY STUDENTS IN COSTA RICA 2
Acknowledgments
My personal aspirations, thirst for knowledge, and support group have brought
me to this point in my educational career. I am truly grateful to the following individu-
als who have supported, encouraged, and inspired me through this process:
• My wife Michelene, who took on added responsibilities that allowed me to
commit the time, effort, and focus to complete this highly coveted degree.
• My three children—Santiago, Dannika, and Abrielle—who had to endure
their father not being home and for encouraging me to “do your homework
and get As in every class.”
• My administrative team—Kelly Arena, JoAnn Baeten, Stuart Hamill, Bar-
bara Kelley, and John Romagnoli—who have been extremely supportive in
my professional growth and have become my family away from home. Their
dedication, professionalism, and commitment afforded me the ability to
leave work without reservations.
• My fellow Rossier students who have inspired me, pushed me, shared much
knowledge, and become very dear friends.
• The Rossier faculty and staff, who have been extremely supportive through
my tenure at the University of Southern California.
• My dissertation chair, Dr. Michael Escalante, and teaching assistant, Dr.
Oryla Wiedoeft, who were extremely supportive in leading a diverse group
of 14 researchers and made the dissertation process an enjoyable learning
experience.
CREATING 21ST-CENTURY READY STUDENTS IN COSTA RICA 3
• Finally, my dissertation committee members—Dr. Michael Escalante, Dr.
Pedro Garcia, and Rocky Murray—for their time, mentorship, and encour-
agement along the way.
CREATING 21ST-CENTURY READY STUDENTS IN COSTA RICA 4
Table of Contents
Acknowledgments 2
List of Tables 7
List of Figures 8
Abstract 9
CHAPTER ONE: OVERVIEW OF THE STUDY 11
Background of the Problem 12
Statement of the Problem 13
Purpose of the Study 14
Importance of the Study 14
Limitation and Delimitations 15
Definition of Terms 16
Common Core State Standards 16
Costa Rican Investment Promotion Agency 16
Foreign Direct Investment 16
Globalization 16
Human Capital 16
Multinational Corporations 17
Project-Based Learning 17
Twenty-First-Century Skills 17
Organization of the Study 18
CHAPTER TWO: REVIEW OF THE LITERATURE 19
Globalization 20
Economics 24
FDI and Economic Impact 25
Educational Impact 30
Education 33
Twenty-First-Century Skills 34
STEM Education 36
PBL 38
Science Fair 41
Costa Rican Educational System 45
Theoretical Framework 49
Chapter Summary 50
CHAPTER THREE: RESEARCH METHODOLOGY 51
Restatement of Problem, Purpose, and Research Questions 51
Design Summary 53
Participants and Setting 54
Mary-Helen Bialas 55
CREATING 21ST-CENTURY READY STUDENTS IN COSTA RICA 5
Nathalie Valencia Chacón 55
Dr. Franklin Chan Diaz 56
Dr. Jose Antonio Castro Nieto 56
Alicia Fonseca 56
Silvia Arguello Vargas 56
Sonia Mora Escalante 57
Sylvia Ugalde 57
Vanessa Gibson 57
Marco Juarez 57
Wayner Montero Carmona 58
Johanna Villalobos Murillo 58
Isaac Araya Mejia 58
Max Rodriguez 58
Alberto Paniagua Barbosa 58
Carlos Delgado 59
Instrumentation 59
Interview Protocols 59
Observation Protocols 61
Survey Protocols 64
Data Collection 65
Data Analysis 69
Ethical Considerations 71
CHAPTER FOUR: RESULTS 72
Participants 74
Findings by Research Question 77
RQ 1 77
RQ 2 98
RQ 3 112
Chapter Summary 119
CHAPTER FIVE: DISCUSSION 121
Discussion of Findings 124
RQ 1 125
RQ 2 126
RQ 3 128
Implications for Practice 128
Future Research 130
Conclusions 130
References 132
Appendices
Appendix A: Recruitment/Consent Letter (English and Spanish) 137
Appendix B: Policy/Government Agency Interview Protocol 139
Appendix C: Business Leaders Interview Protocol (English and Spanish) 143
CREATING 21ST-CENTURY READY STUDENTS IN COSTA RICA 6
Appendix D: School Leader Interview Protocol (English and Spanish) 147
Appendix E: Student Interview Protocol (English and Spanish) 151
Appendix F: Classroom Observation Protocol 155
Appendix G: Science and Technology Fair Observation Protocol 158
Appendix H: Survey Protocol for Teachers and Administrators (English
and Spanish) 159
Appendix I: Survey Protocol for Students (English and Spanish) 163
CREATING 21ST-CENTURY READY STUDENTS IN COSTA RICA 7
List of Tables
Table 1: Alignment of Government and Policy Leaders, Intel Corporate Leaders,
and School Leaders to Research Questions and Theoretical Frameworks 62
Table 2: Alignment of Student Interview Protocol to Research Questions and
Theoretical Frameworks 63
Table 3: Alignment of Teacher–Administrator Survey Protocol Items to
Research Questions and Theoretical Frameworks 66
Table 4: Alignment of Student Survey Protocol Items to Research Questions and
Theoretical Frameworks 68
CREATING 21ST-CENTURY READY STUDENTS IN COSTA RICA 8
List of Figures
Figure 1: Percentages representing Costa Rican teacher and administrator beliefs
regarding Research Question (RQ) 1, part 1 80
Figure 2: Percentages representing Costa Rican student beliefs regarding
Research Question (RQ) 1, part 2 80
Figure 3: Percentages representing Costa Rican teacher and administrator beliefs
regarding Research Question (RQ) 2, part 1 102
Figure 4: Percentages representing Costa Rican student beliefs regarding
Research Question (RQ) 2, part 2 102
Figure 5: Percentages representing beliefs of Costa Rican teachers and
administrators regarding Research Question (RQ) 3 115
Figure 6: Percentages representing beliefs of Costa Rican students
regarding Research Question (RQ) 3 115
CREATING 21ST-CENTURY READY STUDENTS IN COSTA RICA 9
Abstract
This study applied Joel Spring’s theoretical framework on the perceptions of
globalization and its influence on education, Scott Slough and John Milam’s framework
on science, technology, engineering, and math (STEM) education and project-based
learning, and Tony Wagner’s conceptual framework of 21st-century skills to understand
the impact of globalization on the Costa Rican educational system. The purpose of this
study was to examine the influence that globalization, foreign direct investment (specifi-
cally Intel), and multinational corporate responsibility have had on the curriculum and
practices in Costa Rican schools. Using a multimethod and qualitative approach, inter-
views, surveys, and observation protocols were used with the understanding that re-
search questions (RQs) would be best answered by collecting firsthand information from
Costa Rica’s political leaders, policymakers, Intel corporate leaders, school leaders,
teachers, and students.
The three data collection methods allowed for triangulation of the data to increase
the validity of the research study. In addition, John Creswell’s six- step data analysis
approach in qualitative research was utilized to analyze all data. Analysis of the data
validated the positive impact that globalization, through multinational corporations
(MNCs) such as Intel, has had on the economic and educational development of Costa
Rica. The evidence suggests that Costa Rica has embraced globalization by strategically
implementing national policy to attract and retain MNCs. This study also provided
evidence that collaboration between the Costa Rican government and MNCs such as
Intel have been key in promoting STEM education within the country. This study
provides evidence that scientific research and inquiry within the national curriculum will
CREATING 21ST-CENTURY READY STUDENTS IN COSTA RICA 10
further promote STEM education within every school and every classroom, thus creat-
ing a well aligned education system that will promote 21st-century skills and economic
growth.
CREATING 21ST-CENTURY READY STUDENTS IN COSTA RICA 11
CHAPTER ONE: OVERVIEW OF THE STUDY
This qualitative study explored the economic impact that globalization has had in
Costa Rica, the role that globalization has played in educational reform and initiatives,
and the policies that countries have implemented to adapt to a globalized world. The
study focused on the impact that national educational reforms as a result of globalization
have had on Costa Rican students. The country of Costa Rica was chosen for this
project due to its active participation within the globalized economy and implementation
of national educational policy as a result of globalization. Costa Rica provides a unique
opportunity to explore the synergistic relationship among globalization, foreign direct
investment (FDI), and educational policy.
The government of Costa Rica has been working cooperatively with multina-
tional corporations (MNCs) to improve the educational system. The educational gover-
nance at the highest level in Costa Rica has been collaborating with MNCs to ensure
that students are learning the 21st-century skills needed to compete in today’s and tomor-
row’s economies (Costa Rica Investment Promotion Agency [CINDE], 2012; CINDE,
Department of Research, 2013). As a result, MNCs such as Intel have had an impact on
the curriculum and pedagogy being taught within Costa Rica’s public K–12 schools and
higher education institutions. In addition, the Costa Rican government, through its Min-
ister of Public Education (Ministerio de Educación Pública; MEP), has promoted
student learning through support and initiatives specifically targeted toward a common
goal (CINDE, 2012). This study aims to examine the effects and success of national
educational policy implemented to produce 21st-century ready students and to learn
CREATING 21ST-CENTURY READY STUDENTS IN COSTA RICA 12
from these reform strategies in an effort to replicate successful practices throughout the
world.
Background of the Problem
The educational system in the United States is rapidly changing as a result of
globalization. School districts throughout California have begun fully implementing the
Common Core State Standards (CCSS) commencing with the 2014–2015 school year.
The primary goal of the CCSS is to provide students with the knowledge and skills
needed for success in college and careers within the global economy (CCCS State
Standards Initiative, 2014). In addition, the new CCSS emphasizes 21st-century skills
to ensure that students stay competitive within the global economy.
American schools’ current primary accountability measures revolve around
standardized test scores. The reliance on standardized test scores has resulted in a
system where memorization of content is emphasized over critical thinking skills.
Schleicher’s (2011) study concluded that students in the United States tend to perform
well in multiple-choice tests but are outperformed in open-ended tasks or questions by
students from other countries. Wagner (2008) pointed out that only a third of high
school graduates in the United States have the reading, writing, and oral skills needed to
succeed in college, 40% of students entering college enroll in remedial classes, and 65%
of surveyed college professors reported that high school does not adequately prepare
students for college. Wagner (2012) urged that the American educational system must
change in order to promote economic growth for the 21st century.
Globalization has had an impact on most countries in terms of economy, culture,
politics, and education. The United States is just now emphasizing the importance of
CREATING 21ST-CENTURY READY STUDENTS IN COSTA RICA 13
preparing students for an increasing global economy (Wagner, 2008). European coun-
tries, India, and most of the Americas have been training their students to compete in a
global market for decades. While the U.S. educational system is just now implementing
strategies to prepare students for 21st-century jobs and careers, the aforementioned
geographical areas have been implementing these strategies for decades. These coun-
tries have had great success in producing multilingual, career-ready individuals who
have become invaluable assets to the global economies (Wagner, 2008).
This study explores the educational policies implemented by the country of Costa
Rica due to its long relationship with FDI and MNCs. The present research produced
evidence that partnerships with FDI and national science, technology, engineering, and
math (STEM) education policy have had an impact on creating 21st-century ready
students. The lessons learned from the Costa Rican educational system and its system-
atic implementation of national educational policy to produce 21st-century ready stu-
dents can help guide educational reform efforts throughout the world.
Statement of the Problem
Nations throughout the world have been adopting educational reform efforts to
meet the needs of today’s globalized economy. The country of Costa Rica has embraced
globalization and has worked with MNCs to shape its educational system in an effort to
create 21st-century-ready students and workers. Costa Rica’s historically progressive
educational system has implemented national policies to promote STEM education and
21st-century skills. The problem is that Costa Rica’s economy has grown at such a
rapid pace in the knowledge-based sector that the educational system struggles to pro-
duce enough students able to meet the demands for human capital in the knowledge-
CREATING 21ST-CENTURY READY STUDENTS IN COSTA RICA 14
based labor market, especially in the STEM fields. This study produced evidence
regarding the impact of globalization, FDI, and national educational policy on student
learning.
Purpose of the Study
The purpose of this study was to examine the influence that globalization, FDI,
(specifically Intel), and the responsibility of MNCs have had on the curriculum and
pedagogy in Costa Rican schools. Furthermore, the relationship between STEM educa-
tion and Costa Rican economic growth was studied. This study also examined how the
mandated National Science and Technology Fair (NSTF) influences the use of project-
based learning (PBL) to build human capital and prepare students for 21st-century jobs,
particularly in the STEM fields. The following RQs were developed:
1. To what extent do teachers implementing STEM curriculum trace their prac-
tices back to the influence of policy, globalization, and MNCs? To what extent do
people in Costa Rica believe the economic growth of Costa Rica and STEM education
are related?
2. How has mandating the NSTF participation influenced implementation of
21st-century skills through the use of PBL and the use of technology by teachers across
all curricular areas? How has it impacted curriculum and instruction?
3. How has the NSTF policy changed the value for STEM education for stu-
dents, teachers, and educational leaders?
Importance of the Study
Educational leaders around the world face the challenge of understanding a con-
stantly evolving global economy and the workforce needs of their economies. Schools
CREATING 21ST-CENTURY READY STUDENTS IN COSTA RICA 15
around the world have been entrusted with producing workers and members of society
who will help move their respective countries forward. For this reason, countries
around the world have been transforming their educational systems to produce the
human capital needed to function within a globalized economy. The country of Costa
Rica has been at the forefront of this shift for the past 30 years. Costa Rica provides a
unique opportunity to explore the synergistic relationship among globalization, FDI, and
educational policy. This study will produce evidence that partnerships with FDI and
national STEM education policy have had an impact on creating 21st-century-ready
students. The lessons learned from the Costa Rican educational system and its system-
atic implementation of national educational policy to produce 21st-century-ready stu-
dents can help guide educational reform efforts throughout the world.
Limitations and Delimitations
Limitations of this study included the following:
1. The time available for primary data collection was limited to 10 days.
2. The country of Costa Rica is 3,000 miles from southern California, thus
precluding making subsequent data gathering visits.
3. There was a language barrier for some researchers, and Spanish-speaking
researchers did not have had strong enough ability in the Spanish language.
Delimitations of the study included the following:
1. All the schools to be studied have active partnerships with Intel Costa Rica,
thus preventing generalizability of the findings.
2. All schools to be studied are located in low-socioeconomic communities in
the San José area.
CREATING 21ST-CENTURY READY STUDENTS IN COSTA RICA 16
Definition of Terms
The terms defined below are utilized throughout the dissertation.
Common Core State Standards
National educational curriculum standards with a primary goal to provide stu-
dents with the knowledge and skills needed for success in college and careers within the
global economy (CCSS Initiative, 2014).
Costa Rican Investment Promotion Agency
A private, nonprofit, and apolitical organization founded in 1983 by prominent
business people, supported by the Costa Rican government, and financed by grants from
the U.S. Agency for International Development (USAID). Its primary role is to develop
the Costa Rican economy through the attraction of foreign investment (Rodríguez-Clare,
2001).
Foreign Direct Investment
Money that is invested in countries by foreign companies (Friedman, 2007).
Globalization
A phenomenon of increased economic integration among nations, characterized
by the movement of people, ideas, social customs, and products across borders (Spring,
2008).
Human Capital
The stock of competencies, knowledge, social and personality attributes, includ-
ing creativity, embodied in the ability to perform labor so as to produce economic value.
Many theories explicitly connect investment in human capital development to educa-
tion; and the role of human capital in economic development, productivity growth, and
CREATING 21ST-CENTURY READY STUDENTS IN COSTA RICA 17
innovation has been frequently cited as a justification for government subsidies for
education and job skills training (Schultz, 1961).
Multinational Corporations
A corporation that is registered in more than one country or that has operations in
more than one country. It is a large corporation that both produces and sells goods or
services in various countries and often has a societal responsibility and commitment to
help improve the host country’s education system (Monge-González & González-
Alvarado, 2007).
National Science and Technology Council (NSTC)
National organization established as the primary venue for the administration to
coordinate science and technology development efforts in the United States (Scott,
2013).
Project-Based Learning
An instructional model based on solving real-world issues and problems that
students find meaningful in an effort to determine how to address the problem and work
collaboratively to find solutions to the problem (Bender, 2012).
B agility and adaptability, (d) initiative and entrepreneurship, (e) effective oral and
written communication, (f) assessing and analyzing information, and (g) curiosity and
imagination (Wagner, 2008).
Twenty-First-Century Skills
The essential skills of the global knowledge based economy: (a) critical thinking
and problem solving, (b) collaboration across networks and leading by influence, (c)
agility and adaptability, (d) initiative and entrepreneurship, (e) effective oral and written
CREATING 21ST-CENTURY READY STUDENTS IN COSTA RICA 18
communication, (f) assessing and analyzing information, and (g) curiosity and imagina-
tion (Wagner, 2008).
Organization of the Study
The dissertation is organized into five chapters. The first chapter contains an
overview of the study: introduction, statement of the problem, purpose of the study,
RQs, significance of the study, limitations and delimitations, and definition of key
terms. The second chapter provides a review of the literature as it relates to the impact
of globalization, 21st-century skills, and the MNC Intel Costa Rica on the promotion of
STEM Education and PBL in Costa Rica’s schools. Chapter Two also includes a de-
scription of the three theoretical frameworks used within this study: Spring’s (2008)
theoretical framework on the perceptions of globalization and its influence on education,
Slough and Milam’s (2013) framework on STEM and PBL, and Wagner’s (2008) con-
ceptual framework of 21st-century skills. Chapter 3 presents the research methodology
used in this study including research design, sampling and population procedures,
instrumentation, and the process for data collection and analysis. Chapter Four provides
a description and analysis of collected data. Chapter Five presents conclusions; a model
that may be transferable to other government, education, and industry leaders looking to
promote 21st-century skills through educational reform; and implications for future
research.
CREATING 21ST-CENTURY READY STUDENTS IN COSTA RICA 19
CHAPTER TWO: REVIEW OF THE LITERATURE
Globalization has had an impact on most countries in terms of economy, culture,
politics, and education (Wagner, 2008). This literature review explores the economic
impact globalization has had worldwide as it pertains to job growth, gross domestic
product (GDP), and FDI; the role that globalization has played in educational reform
and initiatives, such as the implementation of a NSTF in Costa Rica to promote science
education; and the policies that countries have implemented to adapt to a globalized
world, such as business friendly legislature to attract FDI. A Costa Rican perspective is
included where appropriate to provide depth of knowledge regarding the host country.
Costa Rica was chosen for this project due to its active participation within the global-
ized economy and implementation of national educational policy as a result of globaliza-
tion. The country of Costa Rica provides a unique opportunity to explore the synergistic
relationship among globalization, FDI, and educational policy due to the country’s
implementation of legislation to attract FDI and to transform its educational system to
create 21st-century-ready students. The literature review explores the seven dominant
themes related to the impact that globalization has had on educational policy and the
educational system of Costa Rica: (a) globalization, (b) FDI, (c) STEM education, (d)
PBL, (e) 21st-century skills, (f) NSTF initiatives, and (g) the country of Costa Rica as a
case in point.
First, globalization will be defined, including a synopsis of the role that globaliza-
tion has played in shaping the economies of the United States, Costa Rica, and other
parts of the world. Second is a review of the role of FDI in globalization, followed by
the influence of globalization and FDI on the economies and educational systems of the
CREATING 21ST-CENTURY READY STUDENTS IN COSTA RICA 20
United States and Costa Rica. Third is a comprehensive review of the role that global-
ization has played in shaping educational reforms in the United States and Costa Rica.
Specifically, the literature review will explore educational reforms and initiatives that
have been implemented as a result of globalization and FDI explicitly, the attainment of
21st-century skills through the promotion of educational initiatives such as STEM
education and PBL, and the NSTF policies in Costa Rica.
Globalization
Globalization’s impact on everyday lives goes far beyond the consumer econom-
ics normally associated with globalization. American consumers, for example, tend to
understand globalization as the reason why an iPod® was assembled in the United
States from parts made in China, Japan, and India. The impact of globalization on the
United States and other countries around the world is much more complex. Globaliza-
tion is a phenomenon of increased economic integration among nations, characterized
by the movement of people, ideas, social customs, and products across borders (Spring,
2008). Countries around the world have adapted to the global economy by implement-
ing national reform efforts to compete and/or be a part of the new globalized economy
(Spring, 2008). Globalization has had an impact on most countries in terms of econ-
omy, culture, politics, and education as a result of national reform efforts (Wagner,
2008). Spring (2008) noted that globalization has played a key role in educational
reform in countries such as India through the implementation of educational initiatives
to support a global market. The history of globalization will provide context for the
influence that globalization has had on countries such as Costa Rica, followed by the
economic impact of globalization on nations, specifically Costa Rica. Finally, the
CREATING 21ST-CENTURY READY STUDENTS IN COSTA RICA 21
impact that globalization has had on national educational policy in Costa Rica will be
discussed.
Most historical events such as wars, cultural eras, and natural disasters tend to
have a start and/or end date; however, globalization researchers and historians have been
unable to pinpoint the origins of globalization. It is important to understand the history
of globalization in order to fully understand how globalization impacts nations in the
areas of economics and education. Friedman (2007) broke down globalization into three
eras: (a) the first era starting in 1942, when Columbus discovered the New World and
opened trade between the New World and the Old World; (b) the second era from 1800
to 2000, driven by MNCs; and (c) the third era starting around the year 2000 and high-
lighted by the shift of power toward individuals to collaborate and compete. Chanda
(2007), on the other hand, described globalization as a phenomenon that has been
occurring since the beginning of humanity. He noted that globalization began when
humans’ Ice Age ancestors emigrated throughout the world and created new cultures,
languages, and economies. Globalization continued to advance when traders, preachers,
soldiers, and adventurers from the emerging urban civilizations of the Levant, India, and
China regions began connecting with one another (Chanda, 2007). Both Chanda and
Friedman provided two distinct beginnings of globalization, yet both agreed that global-
ization has had an impact in terms of economy, culture, politics, and education.
The Central American country of Costa Rica’s economy, culture, politics, and
education have evolved throughout the nation’s history with the help of globalization.
Costa Rica’s immersion into globalization occurred when Christopher Columbus first
sighted the region on September 18, 1502, and opened trade routes with Europe (Daling,
CREATING 21ST-CENTURY READY STUDENTS IN COSTA RICA 22
2002). Columbus immediately noticed that many of the Indians were wearing gold
ornaments; hence, Spaniards within his expedition named the region “Costa Rica” or
“rich coast” (Daling, 2002). Costa Rica’ native population was subjected to a forced
globalization that shaped the history of the world. The globalization of Costa Rica falls
under Friedman’s (2007) first era, which supports the impact that Columbus’s discovery
of the New World had on the trade and economies of both regions. Costa Rica’s
entrance into a globalized economy also fall under Chandra’s (2007) historical defini-
tion that globalization was promoted by traders, preachers, soldiers, and adventurers.
Both authors agreed that Columbus’s discovery opened trade routes with Europe and
further connected the world economy through Europe’s existing trade routes with India,
the Middle East, and Asia.
Although Chanda (2007) and Friedman (2007) had divergent views of the begin-
ning of globalization, both understood the enormous impact that globalization has had
on society. Chanda, for example, traced the growth of trade from the dawn of human
civilization to the present, showing that globalization has connected an increasingly
wider part of the world through a web of commerce. While globalization has created an
integrated world in which many individuals and nations have been lifted from poverty,
nearly a third of the world’s population has been left behind due to the fast pace of
globalization (Chanda, 2007). Friedman asserted that globalization is the reason for
increased collaboration and competition in real time between different fields and coun-
tries through the use of computers, e-mail, fiber-optic networks, teleconferencing, and
dynamic new software. Friedman felt that the globalization phenomenon is enabling,
empowering, and enjoining individuals and small groups to easily globalize and
CREATING 21ST-CENTURY READY STUDENTS IN COSTA RICA 23
expected that globalization will continue to encompass a larger part of the world.
Chanda and Friedman asserted that globalization has had an impact in the way people do
things, the speed of innovation, and political-cultural adjustments that nations must
make to thrive within a globalized economy.
Not everyone sees globalization as a positive phenomenon. For example, meet-
ings of the World Trade Organization and Group of Eight (G8) nations
1
tend to be
marred by protesters who feel that globalization results in undemocratic institutions,
imperialism, and unfair policies that cause the exploitation of workers around the world
(Chanda, 2007). One of the major reasons for the debate over globalization has to do
with different perceptions toward jobs and earnings throughout the world (Friedman,
2007). For example, call center jobs are low-wage, low-prestige jobs in America; how-
ever, in India they are seen as high-wage, high-prestige positions that are coveted (Fried-
man, 2007). As a result, Americans may see call center jobs as undesirable or dead-end
positions while Indians may see them as an opportunity for a better life. The difference
in perceptions regarding service jobs has been one of the contributing factors resulting
in job outsourcing to nations where service jobs are coveted (Friedman, 2007). In Costa
Rica, service jobs were seen as a positive aspect of business that would result in diversi-
fication of the Costa Rican economy (Rodríguez-Clare, 2001). The outsourcing of
service jobs resulted in the initial presence of MNCs in the host nations, including Costa
Rica (Rodríguez-Clare, 2010). The initial presence of MNCs has brought new business
models and has resulted in further economic influence within Costa Rica.
1
The G8 refers to a forum of the eight wealthiest countries on Earth: France,
West Germany, Italy, Japan, the United Kingdom, the United States, France, and Russia.
CREATING 21ST-CENTURY READY STUDENTS IN COSTA RICA 24
Chandra (2007) and Friedman (2007) agreed that the opening of new trade routes
in ancient times initiated globalization. Both agreed that technology has accelerated the
pace of globalization and created the current world economy that has encompassed most
nations around the globe. Costa Rica’s immersion into the global economy exposed the
nation to new customs, languages, and economic systems that influenced the economy
and educational system. Globalization’s impact on the economies of the new, intercon-
nected and globalized society leads to the discussion of economics, FDI, economic
impact, and education.
Economics
The impact of globalization on nations tends to begin by altering the economic
situation within the host nation. Globalization continues to have an immense impact on
the trade and industry of every country around the world (Friedman, 2007). In the
United States, for example, there has been a net loss of service jobs to India over the last
2 decades, but the total exports (merchandise and services) from American-based com-
panies to India have grown from $2.5 billion in 1990 to $5 billion in 2003 (Friedman,
2007). While critics of globalization highlight the loss of American jobs to third world
countries and/or the conditions of third world workers, proponents of globalization
highlight that the outsourcing of service jobs from the United States to India has resulted
in the growth of India’s economy, thus creating a demand for many more American
goods and services (Friedman, 2007). Costa Rica was a recipient of service and manu-
facturing jobs since the mid 1990s (CINDE, 2012). The synergistic relationship be-
tween FDI and Costa Rica is seen throughout the world as countries are becoming more
and more interdependent on one another’s economies. The increase in trade (i.e.,
CREATING 21ST-CENTURY READY STUDENTS IN COSTA RICA 25
merchandise and services) among nations has been led by large MNCs that have set up
business relationships with foreign countries. The money that is invested in countries by
foreign companies is known as FDI, which Friedman (2007) has identified as one of the
driving forces of globalization.
The impact of FDI on the host nations varies from nation to nation. In the case of
Costa Rica, FDI has had an enormous influence on its economy and educational system
due to the country’s political initiative to attract FDI into the country. Over the last 30
years, the Costa Rican government has implemented strategies to attract FDI that would
improve the lives of its citizens (Rodríguez-Clare, 2010). As a result of FDI, the Costa
Rican government also had to make adjustment to its educational policy to ensure that
foreign companies have a viable workforce within the country (Rodríguez-Clare, 2010).
FDI and Economic Impact
The impact of FDI has changed the economic makeup of nations such as Costa
Rica. The pace of globalization has gained momentum over the last 30 years due to new
technological tools such as digitization, virtualization, and automation that have been
promoted by FDI (Friedman, 2007). MNCs based in the United States have sought out
countries whose policies enhance earnings and/or provide a viable workforce. For
example, Intel opened the first chip factory outside the United States in Ireland in 1993
(Friedman, 2007) and began investing in Costa Rica in 1996 (World Bank Group,
Multilateral Investment Guarantee Agency [MIGA], 2006). Intel’s vice president,
James Jarrett, said the company was enticed by Ireland’s large pool of educated young
men and women, low corporate taxes, and other incentives that saved Intel roughly $1
billion over 10 years (Friedman, 2007). In addition, Ireland has a national healthcare
CREATING 21ST-CENTURY READY STUDENTS IN COSTA RICA 26
system that resulted in lower health coverage expenditures for Intel (Friedman, 2007).
Friedman (2007) emphasized that companies will continue to pursue the best educated
workforce in countries that offer the most competitive infrastructure, a positive environ-
ment for creativity, and a supportive government. The Costa Rican government has
passed legislation (e.g., creating a 100% exemption on municipal and capital taxes for
FDI) that makes the country an attractive destination for FDI (Mirchandani & Condo,
2005). In essence, MNCs can choose from hundreds of nations to invest in. The coun-
tries that provide the best incentives tend to win the FDI money that MNCs have to
offer, thereby resulting in a significant impact on the host countries’ economies.
Costa Rica has found ways to attract FDI by offering incentives to MNCs to
invest within the country. Costa Rica created a nonprofit, government-supported entity
to help develop the economy (Rodríguez-Clare, 2010), now known as CINDE. Through
the efforts of CINDE and other government agencies, Costa Rica created an environ-
ment to attract MNCs to invest within the country. Their efforts were led by tax incen-
tives such as the limitation of the 1% capital tax for all companies and 100% exemption
on municipal and capital taxes (Mirchandani & Condo, 2005). As a result, Costa Rica
has been able to attract other MNCs and FDI from major companies such as Abbott
Laboratories and Baxter (Rodríguez-Clare, 2010). Costa Rica’s systematic approach to
attract FDI has resulted in millions of dollars being invested within its borders that have
had a great economic impact on the nation.
Countries such as Costa Rica have created a business friendly environment that
has attracted FDI and transformed the country’s economy. Although FDI has acceler-
ated Costa Rica’s economic rise over the last 30 years, the Costa Rican economy has
CREATING 21ST-CENTURY READY STUDENTS IN COSTA RICA 27
been shaped by FDI for centuries. The Costa Rican government learned from its history
with foreign investments and systematically adapted its politics to ensure that further
investment in the country would result in a higher standard of living for its citizens’
economic prospects (CINDE, 2012).
Costa Rica’s primary source of FDI was the coffee production of the mid 1800s.
Coffee production in Costa Rica became extremely valuable during this time due to the
export of coffee to Britain to satisfy the high demand in Europe (Daling, 2002).
Wealthy coffee planters had greater advantage in the marketplace by setting prices and
credits purchased or took over smaller farms due to debts (Booth, 1998). By the 1890s,
coffee accounted for 90% of export earnings in the country (Wilson, 1998). Although
coffee was the main source of trade for Costa Rica, the construction of the railroad
system paved the wave for the banana industry within the country (Booth, 1998). The
banana industry grew exponentially due to the slowing of the coffee industry as a result
of overproduction and helped to revive the economy, subsequently leading to improved
transportation, communications, infrastructure, and social diversity (Booth, 1998). The
dangers of Costa Rica’s reliance on coffee and banana exports were exposed during
World Wars I and II (Mitchell & Pentzer, 2008). By the end of 1944, nearing the end of
World War II, coffee export firms had been reduced from 193 firms to 19 in Costa Rica
(Mitchell & Pentzer, 2008). Statistics show that the Costa Rican economy depended
heavily on the agricultural sector between 1890 and1940. More than two thirds of the
population lived in the country, and two thirds of the workforce worked in the coffee
and banana industries (Wilson, 1998).
CREATING 21ST-CENTURY READY STUDENTS IN COSTA RICA 28
As a result of the economic downturn after World War II, the newly elected gov-
ernment of 1948 implemented policies to increase economic, social, and education
development and to diversify the Costa Rican economy. The Costa Rican government
implemented economic policy that included a minimum wage for all workers, the 8-hour
working day, and health insurance (Daling, 2002). In addition, Costa Rica suffered
through a civil war that ended in 1948 and resulted in a provision in the 1949 constitu-
tion to eliminate the national army (Daling, 2002). The elimination of the army is
believed to be one of the main contributors to Costa Rica’s rise as one of Latin Amer-
ica’s most stable nations (Daling, 2002). In summary, Costa Rica’s first major eco-
nomic shift due to globalization was due to thriving coffee and banana industries within
the country. The country was exposed to the dangers of relying on two industries and
began to introduce policy that would diversify its economy.
The lessons learned from the reliance on a limited export economy pushed the
Costa Rican government to explore new ways to diversify the economy. One of the
ways that Costa Rica has been able to diversify its economy has been by attracting FDI
through the offering of incentives to MNCs to invest in the country. These efforts
intensified in 1983, when the Costa Rican government created CINDE to help develop
the country’s economy (Rodríguez-Clare, 2010). Through the help of CINDE, Intel
began to invest within Costa Rica in 1996 by building a $300 million semiconductor
assembly and test facility (World Bank Group, MIGA, 2006). The investment was a
result of Costa Rica’s meticulously researching and demonstrating to Intel that the
country’s investment climate would adapt to meet the project’s requirements through
legislation. Moreover, Costa Rica worked quickly to enhance the country’s technical
CREATING 21ST-CENTURY READY STUDENTS IN COSTA RICA 29
education, incentives law, regulation, and infrastructure (World Bank Group, MIGA,
2006). As a result, Intel invested an additional $260 million in expansions with an
estimated 2,900 employees in Costa Rica (World Bank Group, MIGA, 2006). Costa
Rica’s business friendly policies have resulted in the attraction of large MNCs and FDI
that have transformed its economy.
According to the World Bank Group, MIGA (2006), Costa Rica’s creation of
CINDE first paid dividends when Intel decided to invest in Costa Rica in the mid 1990s.
CINDE used the success of luring Intel and its $560 million investment in Costa Rica to
attract other companies as Intel’s decision raised confidence in the business climate
within Costa Rica. In turn, CINDE was able to bring companies such as Abbott Labora-
tories, Procter & Gamble, Western Union, Sykes, Hewlett Packard, and Teradyne into
the country. These efforts have resulted in the increase of FDI from $200 million in
1990 to $1.4 billion in 2006, Costa Rica’s efforts have had an impact on its economy as
GDP increased from $11 billion in 1995 to over $17 billion dollars in 2003 (World
Bank Group, MIGA, 2006). This newfound investment in the country has improved the
standard of living conditions for its citizens and has influenced the national educational
system.
Currently, the government has implemented a more selective approach to FDI
attraction, focusing on companies operating in more knowledge-intensive sectors or
innovation-related businesses (CINDE, 2012). According to a 2012 CINDE report, this
approach has resulted in the number of jobs in the knowledge sector growing by signifi-
cant percentages on an annual basis. As a result, Costa Rica positioned itself as one of
Latin America’s premier economic states through a systematic approach to improve the
CREATING 21ST-CENTURY READY STUDENTS IN COSTA RICA 30
country’s economic viability. The unique and synergistic relationship among global-
ization, FDI, and educational policy in Costa Rica makes this country a model in the
flexibility needed to function within a globalized environment. The synergistic relation-
ship between Intel and the Costa Rican government has resulted in changes to the Costa
Rican educational system.
Educational Impact
Costa Rica has implemented educational policy to further attract FDI and ensure
that the country can produce a viable workforce. The systematic implementation of
education policy as a means to attract and retain FDI is very apparent in Costa Rica
(CINDE, 2012). The Costa Rican educational reforms implemented as result of FDI
have placed an emphasis on the math and science curriculum, increased teacher training,
and the implementation of a NSTF.
Along with having an impact on the economies around the world, FDI has im-
pacted the educational systems in other countries. According to Spring (2008), the
World Bank, whose primary purpose is to provide loans to developing countries, is the
largest funder of education initiatives throughout the world. The World Bank under-
stands that economic growth is directly related to the advancement of a country’s educa-
tional system and has made one of its goals to promote education for all children. Many
MNCs spend millions of dollars promoting education and education reform throughout
the world. For example, Spring highlighted Coca Cola’s expenditure of over $10
million through its Coca Cola Africa Foundation. In addition, some countries have
created collaborative organizations to promote educational reform throughout the world
in an effort to enhance economic growth worldwide. Spring asserted that these
CREATING 21ST-CENTURY READY STUDENTS IN COSTA RICA 31
countries have collaborated because they understand the economic impact that education
has on the world. One such organization is the Organisation for Economic Co-operation
and Development (OECD), whose 34-country members aim to promote policies that
will improve the economic and social well-being of people around the world (OECD,
n.d.). MNCs have influenced education in countries in which they are well invested.
Countries that understand the important role that FDI has on their educational systems
have created partnerships to cooperate with these types of entities to improve their edu-
cational system. In Costa Rica, for example, the educational governance at the highest
level has collaborated with MNCs such as Intel to ensure that students are learning the
21st-century skills needed to compete in the economy of today and tomorrow (CINDE,
2012). As a result, FDI such as Intel’s investment in Costa Rica has had an impact on
the curriculum and pedagogy being utilized within Costa Rica’s public K–12 classrooms
and higher education institutions. According to CINDE (2012), Intel has funded the
Intel® Teach to the Future program in Costa Rica, which has donated microprocessors
valued at more than $1 million to modernize laboratories in schools for teaching tech-
nology and engineering. The Costa Rican government, through its Ministry of Public
Education branch, has promoted student learning through support and initiatives specifi-
cally targeted toward a common goal (CINDE, 2012). The synergistic relationship
between Intel and Costa Rica has resulted in educational policy to enhance the Costa
Rican workforce.
Intel’s initial conditional agreement to invest in Costa Rica stipulated that the
Costa Rican government make improvements in technical education (World Bank
Group, MIGA, 2006). This partnership resulted in improved programs in Costa Rica’s
CREATING 21ST-CENTURY READY STUDENTS IN COSTA RICA 32
university system; the creation of the Intel Innovation in Education Program, which has
donated $1.1 million in microprocessors to modernize school labs; the creation of the
Intel Teach to the Future program, which aims to train 9,000 primary and middle school
teachers in technology; and the funding of the Students as Scientists program, which
promotes scientific research in schools and works closely with the Costa Rican National
Science and Technology Fairs program (World Bank Group, MIGA, 2006). In 2004
Intel also sponsored the Students as Scientists program as a 40-hour professional devel-
opment course for teachers. Launched in coordination with the Costa Rican MEP and
the Ministry of Science, Technology, and Telecommunications (MICITT), this program
trained over 6,000 teachers between 2004 and 2011 and emphasized scientific research
in schools (World Bank, MIGA, 2006). The influence of Intel in the Costa Rican
educational system has resulted in educational reforms that have had an impact on
student learning and readiness.
Costa Rica passed a law in 1990 to promote scientific and technological develop-
ment within the country (Monge-González & González-Alvarado, 2011). This law
created the National Science and Technology System (NSTS) and the MICITT as the
vehicles to promote scientific and technological development within the country
(Monge-González et al., 2011). The MICITT developed a National Science, Technol-
ogy, and Innovation Plan (2011–2014) with priority areas related to innovation, includ-
ing new sources of financing; creation of technology parks that bring together public,
private, and academic sectors; improved access to intellectual property protection;
business incubation; innovation in small businesses; improved cooperation between
CREATING 21ST-CENTURY READY STUDENTS IN COSTA RICA 33
universities and the private sector; promotion of entrepreneurship; and the creation of a
national innovation agency (Monge-González & González-Alvarado, 2011).
The synergistic relationship between Costa Rican and Intel has resulted in Intel’s
investment in the Costa Rican educational system through the training of teachers,
students, and monetary assistance to schools. The Costa Rican government has also
promoted educational initiatives, such as a focus on science and technology, which will
benefit Intel by providing the company with a viable workforce over the years.
Education
The rapid pace of globalization has caught educational reformists by surprise; the
pace of innovation within educational systems has been slow in transforming and adapt-
ing to the needs of globalization, especially in the United States. Although the focus of
this study is the country of Costa Rica, much of the research used to make decisions and
implement educational reforms in Costa Rica have come through research of American
schools and its educational system. The American school system, for example, has
focused on teaching content knowledge as a way to prepare students for jobs or college.
American schools’ primary accountability measures revolve around standardized test
scores, which has resulted in a system where memorization of content is emphasized
over critical thinking skills. Schleicher’s (2011) study concluded that students in the
United States tend to perform well in multiple-choice tests but are out performed in
open-ended tasks/questions by students from other countries. The Costa Rican govern-
ment has placed close attention to the American educational system and has used Amer-
ican research to implement initiatives to better prepare the Costa Rican students. In
order to better understand the educational initiatives implemented by the Costa Rican
CREATING 21ST-CENTURY READY STUDENTS IN COSTA RICA 34
government, and in depth understanding of the primary educational initiatives that
researchers have established as imperative in creating 21st century ready students.
These topics include a look at the 21st century skills needed to succeed in the current
and future global economies; STEM education, PBL, and national science fair initia-
tives. In addition, an in-depth look at the educational reforms implemented in Costa
Rica as a result of globalization will be explored.
Twenty-First-Century Skills
In order to prepare students for 21st-century jobs, first is the requirement to teach
the 21st-century skills that students need to attain to compete in the global economy.
The Costa Rican government has paid close attention to research regarding 21st-century
skills and have adapted the educational system to promote these skills (World Bank
Group, MIGA, 2006). Wagner (2008) has noted that only a third of U.S. high school
graduates have the reading, writing, and oral skills to succeed in college; 40% of stu-
dents entering college enroll in remedial classes; and 65% of surveyed college profes-
sors reported that high school does not adequately prepare students for college. The
issue of college readiness is also a concern for the Costa Rican government, especially
because only 48% of its students passed the college entrance exam in 1991 (CINDE,
2012). In essence, the Costa Rican and American K–12 systems have failed to produce
students with the skills needed to survive in today’s economy. Wagner (2008) also
pointed out that the American educational system is failing because of the emphasis on
test-oriented curriculum, a lack of general consensus of what types of changes are
needed, an inconsistent definition of a challenging and rigorous curriculum, and a lack
of vision for the educational system in a globalizing world. Prior to FDI, the Costa
CREATING 21ST-CENTURY READY STUDENTS IN COSTA RICA 35
Rican school system closely mirrored the American K–12 school system, where teachers
used a direct-instruction mode of teaching (Monge-González & González-Alvarado,
2011). Wagner (2012) urged that K–12 educational systems must change in order to
promote economic growth for the 21st century. Although theories on how to achieve
this vary, there is a general consensus that new economies must be based on the ability
to innovate (Wagner, 2012). According to a 2008 Conference Board report, creativity
and innovation rate among the top five skills that will increase in importance over the
next 5 years, and stimulating innovation-creativity and enabling entrepreneurship are
among the top 10 challenges for the United States (Wagner, 2012). The Costa Rican
government has taken notice of this research and has set up partnerships with Intel to
retrain teachers to promote 21st-century skills within its K–12 educational system
(World Bank Group, MIGA, 2006). This proactive approach to educational reform has
been implemented nationally in Costa Rica, and partnerships with FDI to support new
curriculum and pedagogy are continually being pursued (CINDE, 2012).
Wagner (2008) emphasized that K–12 curriculum and pedagogy must emphasize
the skills that will prepare students for the 21st-century economy, promote innovation,
and create a workforce that will prosper within a globalized economy. Wagner (2008)
noted seven survival skills that 21st-century students must attain to be competitive in a
global knowledge economy: (a) critical thinking and problem solving, (b) collaboration
and leadership, (c) agility and adaptability, (d) initiative and entrepreneurialism, (e) oral
and written communication, (f) accessing and analyzing information, and (g) curiosity
and imagination. The shift to a skills-based curriculum has been taking place in other
countries as well; for example India, China, and Singapore have transformed their
CREATING 21ST-CENTURY READY STUDENTS IN COSTA RICA 36
educational systems to enhance creativity and increase intellectual capacity among their
students (Wagner, 2008). Since the mid 1990s, the Costa Rican government started
shifting its educational system to promote 21st-century skills through partnerships with
foreign companies (World Bank Group, MIGA, 2006).
There are several skills that should be promoted within the K–12 school systems
in order to promote 21st-century skills and innovation: the value of hands-on projects,
the importance of learning to draw on academic content from multiple disciplines to
solve a problem, emphasis on creating things and student empowerment, encouragement
of intellectual risk taking and trial and error, and learning to work in teams (Wagner,
2012). Intel’s Teach for the Future program aims to train teachers so that they are better
prepared to promote 21st-century skills within the Costa Rican K–12 school system
(World Bank Group, MIGA, 2006).
It is widely known that one of the most effective ways to promote 21st-century
skills is through science education (Wagner, 2008). Science education has built-in tools
that promote 21st-century skills such as scientific inquiry. The subsequent sections will
explore specific strategies used around the world to promote 21st-century skills.
STEM Education
Educational reform throughout the world has focused on improving science,
mathematics, and technology education for their students in an effort to promote global
competitiveness in a globalized economic atmosphere (Breiner, Harkness, Johnson &
Koehler, 2012). In the United States, the acronym STEM is used for the fields of study
in the categories of science, technology, engineering, and mathematics (Bybee, 2010).
STEM education efforts have been developed by federal, state, and local government
CREATING 21ST-CENTURY READY STUDENTS IN COSTA RICA 37
entities; universities and colleges; and the private sector to keep the United States com-
petitive (Scott, 2013). The Costa Rican government has implemented these recommen-
dations through partnerships with Intel (World Bank Group, MIGA, 2006). For exam-
ple, Intel’s Teach to the Future program has donated over a $1 million worth of micro-
processors to modernize laboratories in schools to enhance technology and engineering
education.
Educational reform efforts within the United States and Costa Rica have estab-
lished agencies designed to promote STEM education. In 1993, the NSTC was estab-
lished in the United States as the primary venue for the administration to coordinate
science and technology development efforts (Scott, 2013). Through these efforts, there
were 13 government agencies administering 209 STEM education programs by 2010
(Scott, 2013). Over half of the total STEM programs being administered were managed
by the U.S. Department of Health and Human Services, the U.S. Department of Energy,
and the National Science Foundation. The cost of funding these STEM initiatives
nationwide was over $3 billion, with individual program funding ranging from $15,000
to hundreds of millions of dollars per program (Scott, 2013). In Costa Rica, legislation
created the NSTS and the MICITT as the agencies entrusted with the promotion of
scientific and technological development in Costa Rica (Monge-González & González-
Alvarado, 2011). In essence, countries such as the United States and Costa Rica under-
stand the importance of science education and have systems in place through educa-
tional reform to promote STEM education.
Technology-based companies such as Intel see STEM education as the key to
making the United States competitive in a global marketplace (“Securing Economic
CREATING 21ST-CENTURY READY STUDENTS IN COSTA RICA 38
Strength,” 2012). Companies, such as Chevron and Intel have created partnerships with
schools and nonprofits to promote STEM education in the United States and abroad. In
Costa Rica for example, the educational governance at the highest level has been articu-
lating, collaborating, and partnering with MNCs such as Intel to promote STEM educa-
tion and ensure students are learning the 21st-century skills needed to compete in the
economy of today and tomorrow (CINDE, 2012, 2013). Chevron’s investment in
American STEM education efforts has reached nearly $100 million (“Securing Eco-
nomic Strength,” 2013). The Costa Rican government has placed great emphasis on
creating partnerships with large corporations to supplement educational initiatives
(CINDE, 2012). STEM education has been the basis to keep the United States and other
nations competitive in a globalized economy, but the vehicle to promote 21st-century
skills within the classroom has been the implementation of the pedagogical strategy
known as PBL.
PBL
The Costa Rican government has demonstrated an aptitude for promoting 21st-
century skills through partnership with corporations doing business within its borders
and implementing national research-based policy. The partnership with these corpora-
tions has resulted in a systematic approach to implement STEM education. Implement-
ing STEM education requires the adoption of new pedagogical strategies that will
promote student learning. One such pedagogical strategy is PBL.
A common factor within STEM education efforts is the implementation of PBL.
Bender (2012) described PBL is an instructional model based on solving real-world
issues and problems that students find meaningful in an effort to determine how to
CREATING 21ST-CENTURY READY STUDENTS IN COSTA RICA 39
address the problem and work collaboratively to find solutions to the problem. PBL
uses a problem statement that guides students to explore the research topic (Slough &
Milam, 2013). PBL integrates engineering design principles with the existing curricu-
lum to promote critical thinking skills (Capraro, Capraro, & Morgan, 2013). Research
has shown that PBL promotes 21st-century skills such as problem solving and collabo-
ration. It has been found to be an effective strategy to motivate students to learn, and it
is now recommended as a 21st-century teaching technique (Bender, 2012). Teachers are
beginning to see PBL as the vehicle to promote the deeper learning and conceptual
emphasis envisioned with the CCSS (Bender, 2012). The implementation of PBL in the
Costa Rican educational system is apparent by the focus on scientific inquiry within the
K–12 school system as well as within the university system (CINDE, 2012).
According to Capraro et al. (2013), PBL has had a long history and presence
within the American educational system. It has been used in schools since the 19th
century within the constructivist learning theory work of Francis W. Parker and John
Dewey. The original theory promotes experiential, hands-on, and student-centered
learning. William Heard Kilpatrick, who studied under Dewey, furthered the theory by
indicating that the project had to be purposeful and actions had to be free and could not
be dictated. Kilpatrick later promoted cooperative methods to solve purposeful, real-life
problems; however, interest in PBL waned because there was not a specific criterion to
measure its practice. Educators eventually began to see PBL as a means to educate 21st-
century learners and to use it in public schools.
In its current form, PBL instruction follows these principles or steps: (a) deter-
mine the real problem, (b) state the real problem, (c) identify alternative perspectives,
CREATING 21ST-CENTURY READY STUDENTS IN COSTA RICA 40
(d) determine constraints, (e) gather information, (f) formulate general possible solu-
tions, (g) choose the best solution, (h) plan the steps for implementing the solution, and
(i) adapt the solution (Capraro et al., 2013). One of the positive side effects of PBL is
that students tend to show mastery of several concepts within various STEM subjects
(Capraro et al., 2013). Moreover, PBL instruction is generally characterized by instruc-
tional procedures such as cooperative instruction, peer tutoring, and reciprocal teaching
that further promote 21st-century skills (Bender, 2012). Intel has worked with the Costa
Rican government to train teachers in PBL strategies to enhance student learning
(CINDE, 2012).
Proponents of STEM education through PBL highlight many benefits that pro-
mote 21st-century skills for students, including higher order thinking, a realistic context
for the application of math and science, a good structure for breaking down complex
problems, building problem-solving skills, promoting creativity, and making connec-
tions among mathematics, science, and technology to real-world products and processes
STEM-PBL initiatives have been known to increase business sense among students; to
enhance identifying connections among industries; to promote ownership based on dis-
covery learning and development of unique solutions; to cultivate skills required for
successful collaboration and teamwork; and to develop a stronger interest in science,
technology, and mathematical concepts (Capraro et al., 2013).
In summary, the promotion of STEM education has resulted in the revival of PBL
in public schools throughout the world. The implementation of PBL strategies within
STEM education has been the primary vehicle to promote 21st-century skills in the
K–12 school system. Governments such as the United State and Costa Rica understand
CREATING 21ST-CENTURY READY STUDENTS IN COSTA RICA 41
that promoting STEM-PBL in public school will better prepare students to compete in a
globalized economy. Moreover, companies such as Intel see the value in STEM-PBL
initiatives and are working with the Costa Rican government to augment resources that
promote STEM-PBL education. Intel’s primary motivation for supporting STEM-PBL
initiatives is to provide a viable workforce in Costa Rica to staff its factories. Countries
around the world have taken the STEM-PBL initiatives a step further via the promotion
of science fair initiatives that serve to showcase STEM-PBL strategies through student
projects.
Science Fair
Educational reform specifically tied to globalization and FDI has led nations such
as Costa Rica to implement STEM education with a strong emphasis on PBL. In Costa
Rica, educational policy in the mid 1980s implemented a NSTF program to promote
science education and inquiry (Alfaro-Varela & Villegas, 2010). According to CINDE
(2012), the NSTF program has become a source of national pride, as it provides a
platform for the young, innovative talent of the country to be showcased internationally.
Science education has taken center stage in the United States, Costa Rica, and
many other nations around the world as the vehicle to become competitive within the
globalized economy (World Bank Group, MIGA, 2006). Globalization has prompted
policymakers and researchers in the United States and Costa Rica to find ways and
create policies that will increase the number of students pursuing STEM-related majors
in an effort to keep their countries economically competitive (Sahin, 2013). One strat-
egy has been to promote STEM education, PBL, and science fair competitions within
the K–12 school system. The push to promote STEM education and PBL has resulted in
CREATING 21ST-CENTURY READY STUDENTS IN COSTA RICA 42
an increase in the number of schools that implement science fairs in the curriculum
(Hampton & Licona, 2006). The quality of science fair programs and/or participation
outcomes have been a staple within educational research over the past 15 years with
mixed results with respect to whether participation in science fairs furthers STEM
education.
The negative results have focused on the personal satisfaction students feel by
participating in science fairs. Hampton and Licona (2006) found that science fairs pro-
vided negative experiences rather than positive experience, sometimes causing students
not to pursue STEM fields. Some of these negative experiences were due to lack of
clarity in judging, too much teacher–adult control, mandatory participation, and parental
pressure (Abernathy & Vineyard, 2001). Hampton and Licona further found that 33% of
science fair participants reported that someone else did all or most of the work. Re-
search has indicated that not all students have the same support at home and that those
with little or no support become stressed with the project and do not enjoy the experi-
ence (Hampton & Licona 2006). Another concern with local science fair competitions
is that projects rarely demonstrate comprehensive knowledge of new information and
may not be seen as high achievement academic activity (Hampton & Licona 2006). The
research supports that poorly implemented science fair initiatives can have a negative
effect on students wanting to pursue STEM careers. In addition, the poor execution and
support provided to students may not result in the promotion of 21st-century skills.
The negative aspects of science fairs tend to be correlated with poor implementa-
tion and support. Research has demonstrated that, when properly implemented, science
fair competitions have a positive impact on student learning and STEM education
CREATING 21ST-CENTURY READY STUDENTS IN COSTA RICA 43
(Abernathy & Vineyard, 2001; Sahin, 2013). One major finding was that students who
were exposed to multiple years of science fair project competition had a higher rate of
choosing a STEM major in college (Abernathy & Vineyard, 2001; Sahin, 2013). Mal-
tese and Tai (2010) found that students who were engaged in informal science educa-
tional activities early in their education had an increased interest in STEM education.
Science fair projects, when properly led by a mentor teacher, can promote one of the
collaborative study groups that further enhance 21st-century learning (Sahin, 2013).
Students who spend more time on science and/or math homework and inquiry have
positive attitudes toward the subjects and demonstrate increased achievement in STEM
courses (Singh, Granville, & Dika, 2002). Students who are interested in STEM educa-
tion have a better chance at obtaining 21st-century skills due to the pedagogical strate-
gies built into the curriculum that promote 21st-century skills.
Education outcomes through the implementation of science fair competitions
have been positive. Science fairs have been found to develop 21st-century skills by
encouraging students to build communication skills, utilize critical thinking skills, and
apply the scientific method and design to solve problems (Abernathy & Vineyard,
2001). Students see the participation in science fairs as an opportunity to learn new
concepts and work in teams; science fairs increase their ability to apply the scientific
method to investigate problems and find it rewarding and reinforce the knowledge
learned in the classroom while providing real-life applications (Abernathy & Vineyard,
2001). A 2008 study in Canadian schools indicated that 97% of science fair participants
found their project interesting, 94% stated that participation satisfied their curiosity in
science, and 64% stated that participation helps them in their everyday life (Dionne et
CREATING 21ST-CENTURY READY STUDENTS IN COSTA RICA 44
al., 2012). The connection among STEM, science fairs, and real-life problems further
solidifies the attainment of 21st-century skills.
Countries promoting STEM education continue to use research to enhance stu-
dents’ experience to ensure that they are fully benefitting from STEM education. Early
research in science education advocated that science classroom learning must better
resemble science practice (Dewey & Archambault, 1964). Current research shows that
successful STEM, PBL, and science fair programs tend to focus on developing problem-
solving skills, foster critical thinking skills, promote creativity, and serve as cognitive
constructs. Science fair programs that focus on the aforementioned key elements have
shown increased student success in attaining 21st-century skills. Outreach efforts such
as science fair clubs also encourage participation in STEM education, especially among
underrepresented populations such as females and socioeconomically disadvantaged
students (Cooper & Heaverlo, 2013). Moreover, implementing sound pedagogical
strategies such as PBL provide students with a collaborative opportunity to solve a
complex, realistic, or real-world problem that not only motivates them to learn but also
results in the formation of a relevant solution.
In summary, the quality of STEM, PBL, and science fair initiatives has a direct
effect on student outcomes. Effectively implemented programs tend to promote inquiry
and collaboration, thereby resulting in student engagement, positive experiences, and
student participation in STEM-related fields. Poorly implemented programs tend to
discourage STEM education participation by students due to their lack of mentor sup-
port, focus on project completion, and poor instructional strategies by teachers. The
CREATING 21ST-CENTURY READY STUDENTS IN COSTA RICA 45
Costa Rican government has played a key role in promoting STEM education by creat-
ing a forum for students to compete at the international level.
Educational policy, such as the implementation of the NSTF initiative, tends to
be affected by the political climate during a particular period of time and/or current
events that force the implementation of policy. In the case of Cost Rica, it is imperative
to review a comprehensive history of its educational system and how the Costa Rican
educational system has evolved over the years as a result of globalization and FDI.
Costa Rican Educational System
Costa Rica has had an active role in global economic environment. The country
has strategically positioned itself as stable economy in Latin America through its sys-
tematic and strategic implementation of economic and educational policy. Through its
partnership with FDI companies such as Intel, Costa Rica has made changes to its edu-
cational system to ensure the availability of a competent and ready workforce for its
business partners.
Costa Rica has emphasized the importance of education throughout its history.
Costa Rica’s educational system has seen major changes over the last 3 decades that
have shaped the country’s ability to globalize. Today’s educated population has allowed
Costa Rica to attract manufacturing, customer service, and technology MNCs (Mitchell
& Pentzer, 2008). Costa Rica’s educational system began in the colonial period through
the Catholic Church and focused on religious teachings. The Costa Rican educational
system was subjected to many reform efforts through the 19th and 20th centuries that
shaped its core to become what it is today. Government spending in education increased
due to the country’s greater economic stability through the increase in FDI in the 1990s.
CREATING 21ST-CENTURY READY STUDENTS IN COSTA RICA 46
The number of public schools throughout the nation increased by 150% between 1990
and 2004. By 2000 there were 50 universities throughout the country, both private and
public (Mitchell & Pentzer, 2008). These changes gave Costa Rica the capacity to train
a larger number of its citizens and begin the transformation to a highly educated work-
force.
The Costa Rican government has placed a large amount of resources, both mone-
tary and in the form of human capital, into shaping its education system. Costa Ricans
emphasize education as a key element in the country’s social, cultural, and economic
development and identity and openly state that the country has more teachers than
soldiers (Biesanz, Biesanz & Biesanz, 1999). The Costa Rican MEP is appointed by the
president and oversees the Superior Council of Education, which makes policies for
curriculum, texts, allocation of funds, teacher qualifications and supervision. The direct
link between the president and the MEP has helped in the implementation of govern-
ment initiatives (Biesanz et al., 1999). The attention to educational reform has resulted
in the systematic implantation of educational policy to move the country forward and
increase student achievement.
The Costa Rican government understands the important role that MNCs have in
the country’s economy and educational system. Costa Rica has created partnerships
with MNCs to improve the educational system. For example, the MEP is actively col-
laborating with Intel to ensure that students are learning the 21st-century skills needed to
compete in the economies of today and tomorrow (CINDE, 2012, 2013). As a result,
MNCs such as Intel have had an impact on the curriculum and pedagogy being taught
within Costa Rica’s public K-12 and higher education institutions. Intel’s initial
CREATING 21ST-CENTURY READY STUDENTS IN COSTA RICA 47
conditional agreement to invest in Costa Rica stipulated that the Costa Rican govern-
ment make improvements in technical education (World Bank Group, MIGA, 2006).
This agreement led to a cooperative and synergistic relationship between Intel and the
Costa Rican government that resulted in improved programs in Costa Rica’s university
system (World Bank Group, MIGA, 2006). As a result of working with Intel, the Costa
Rican educational system has increased the number of technical graduates, created a 1-
year certificate program and associate degree focused on semiconductor manufacturing
and microelectronics at the Instituto Technológico de Costa Rica (Technical Institute of
Costa Rica; ITCR), introduced a higher quality of technical curricula in advanced micro-
electronics, and implemented English language training programs at ITCR (World Bank
Group, MIGA, 2006). In addition, the partnership has enhanced or developed
technology-based programs and curricula within the Costa Rican public university
system (World Bank Group, MIGA, 2006). Intel’s influence on the Costa Rican educa-
tional system is very apparent in today’s pedagogical emphasis.
Along with promoting technology education and pedagogy at the postsecondary
level, the Costa Rican government uses legislative initiatives as a means to promote
STEM education. According to Alfaro-Varela and Villegas (2010), Costa Rica began to
emphasize STEM education in the mid 1980s through the passage of several national
laws intended to promote scientific development. National Law No. 7169 created the
Foundation for the Development of Science, which supports legislation establishing the
Scientific College system of Costa Rica. It was during this period that the NSTF pro-
gram began as an enrichment educational experience. The Ministry of Public Education
and the MICITT, with the aid of private companies such as Intel, collaborate to support
CREATING 21ST-CENTURY READY STUDENTS IN COSTA RICA 48
teachers and students to develop technology and scientific research projects, as pro-
moted by PBL. These student projects are then evaluated by experts, and the students
with the best ones are given the opportunity to participate in an international science fair
with the support of sponsors such as Intel (Alfaro-Varela & Villegas 2010). The imple-
mentation has given students a forum to showcase their critical thinking and scientific
skills at the national level.
In summary, Wagner (2008) has established seven survival skills that 21st-
century students must attain to be competitive in a global knowledge economy. Coun-
tries such as the United States and Costa Rica have promoted STEM education as the
means for students to learn the 21st-century skills needed to compete in the economies
of today and tomorrow (CINDE, 2012, 2013). Research has shown that PBL promotes
21st-century skills such as problem solving and collaboration and thus has been recom-
mended as a 21st-century teaching technique (Bender, 2012). Costa Rica has taken
STEM-PBL initiatives and has partnered with Intel to promote a NSTF policy as a
means to promote 21st-century skills.
The literature review has established the implementation of new educational
policies as a result of globalization and opens the door to explore the effectiveness of
these initiatives. The Costa Rican government, due to globalization, has implemented a
STEM focus within its educational system. The focus on STEM education resulted in
an emphasis on PBL strategies in science classrooms. As a result of the STEM-PBL
initiative, the country has given Costa Rican students a forum to showcase their scien-
tific aptitudes in the form of a NSTF. The national policies and programs provide an
CREATING 21ST-CENTURY READY STUDENTS IN COSTA RICA 49
opportunity for further study by allowing further research with respect to effectiveness
and desired outcomes.
Theoretical Framework
The work of Wagner (2008) was used as the framework for understanding the
promotion of 21st-century skills in Costa Rican schools. Wagner (2012) described 21st-
century skills as a blend of content knowledge, specific skills, expertise, and literacies.
Wagner (2012) also emphasized that 21st-century skills are the driving force of a global-
ized economy. Wagner (2008) stressed seven survival skills that 21st-century students
need to attain to be competitive in a global knowledge economy: (a) critical thinking and
problem solving, (b) collaboration and leadership, (c) agility and adaptability, (d) initia-
tive and entrepreneurialism, (e) oral and written communication, (f) accessing and
analyzing information, and (g) curiosity and imagination. Students are much more
prepared to thrive in the new global knowledge economy when schools and educational
policy promote these 21st-century skills, (Wagner, 2008).
The work of Slough and Milam (2013) acted as the framework for understanding
STEM education and PBL. PBL uses a problem statement that guides students to
explore the research topic while integrating engineering design principles with the
existing curriculum to promote critical thinking skills. PBL often results in the emer-
gence of various learning outcomes in addition to the ones that were anticipated. The
learning is dynamic as students use various processes and methods to explore the
project. STEM-PBL provides real-world connections and association by promoting
student development of a personal connection to the project and fosters buy-in for
solving the individual problems presented in the project.
CREATING 21ST-CENTURY READY STUDENTS IN COSTA RICA 50
The work of Spring (2008) provided the framework for understanding globaliza-
tion, FDI, and their influence on education. Spring suggested that globalization of edu-
cation refers to the worldwide discussion, processes, and institutions affecting local
educational policies and practices. He advised that events occurring on a global scale
are affecting school systems in nations around the world and suggested an image of
global educational policies and practices existing in a superstructure above national and
local schools. These systems are all in constant dynamic interaction; global ideas about
school practices interact with local school systems while, through mutual interaction,
both global and local policies are changed.
Chapter Summary
The globalization phenomenon has influenced the economies, politics, and/or
educational policies of every country in the world. Some countries, such as Costa Rica,
have embraced globalization and have openly implemented policies to better compete in
a globalized environment. As a result, the Costa Rican economy has diversified and has
become one of the most stable economies in Latin America. Moreover, the Costa Rican
educational system has been heavily transformed by FDI from MNCs, specifically Intel,
through national policy to promote and teach 21st-century skills to its citizens. Through
the promotion of STEM education, implementation of PBL, enactment of a NSTF, and
collaboration with Intel, the Costa Rican government has positioned itself as case study
of globalization.
CREATING 21ST-CENTURY READY STUDENTS IN COSTA RICA 51
CHAPTER THREE: RESEARCH METHODOLOGY
Restatement of Problem, Purpose, and RQs
The educational system in the United States is rapidly changing as a result of
globalization. School districts throughout California will fully implement the CCSS
commencing with the 2014–2015 school year. The primary goal of the CCSS is to
provide students with the knowledge and skills needed for success in college and careers
within the global economy (CCSS Initiative, 2014). In addition, the new CCSS will
emphasize 21st-century skills to ensure that students stay competitive within the global
economy. American schools’ current primary accountability measures revolve around
standardized test scores, which has resulted in a system where memorization of content
is emphasized over critical thinking skills. Schleicher’s (2011) study concluded that
students in the United States tend to perform well in multiple-choice tests but are out-
performed in open-ended tasks or questions by students from other countries. Wagner
(2008) noted that only a third of high school graduates in the United States have the
reading, writing, and oral skills to succeed in college, 40% of students entering college
enroll in remedial classes, and 65% of surveyed college professors reported that high
school does not adequately prepare students for college. Wagner (2012) urged that the
educational system should change in order to promote economic growth for the 21st
century.
Globalization has had an impact on most countries in terms of economy, culture,
politics, and education. The United States is just now emphasizing the importance of
preparing students for an increasingly global economy (Wagner, 2008). European
countries, India, and most of the Americas have been training their students to compete
CREATING 21ST-CENTURY READY STUDENTS IN COSTA RICA 52
in a global market for decades. While the U.S. educational system is just now imple-
menting strategies to prepare students for 21st-century jobs and careers, the aforemen-
tioned geographical areas have been implementing these strategies for decades. These
countries have had great success producing multilingual-career-ready individuals who
have become valuable assets to the global economies (Wagner, 2008).
This qualitative study explored the economic impact that globalization has had in
Costa Rica, the role that globalization has played in educational reform and initiatives,
and the policies that countries have implemented to adapt to a globalized world. The
study focused on the impact that globalization has had on Costa Rican students. The
country of Costa Rica was chosen as a case in point for this project due to its active
participation in the globalized economy and implementation of national educational
policies as a result of globalization. Costa Rica provides a unique opportunity to
explore the synergistic relationship among globalization, FDI, and educational policy.
The government of Costa Rica has been working cooperatively with MNCs to improve
the educational system. The educational governance at the highest level in Costa Rica
has been collaborating with MNCs to ensure that students are learning the 21st-century
skills needed to compete in today’s and tomorrow’s economies (CINDE, 2012). As a
result, MNCs such as Intel have had an impact on the curriculum and pedagogy being
taught in Costa Rica’s public K–12 and higher education institutions. In addition, the
Costa Rican government, through the Ministry of Public Education, has promoted
student learning through support and initiatives specifically targeted toward a common
goal (CINDE, 2012, 2013).
CREATING 21ST-CENTURY READY STUDENTS IN COSTA RICA 53
The purpose of this study was to examine the influence that globalization, FDI
(specifically by Intel), and MNC responsibilities have on the curriculum and practices in
schools. Furthermore, the relationship between STEM education and Costa Rican
economic growth was explored. The study also examined how the mandated NSTF
influences the use of PBL to build human capital and prepare students for 21st-century
jobs, particularly in the fields of science, technology, engineering, and math. The
following RQs were developed:
1. To what extent do teachers implementing STEM curriculum trace their prac-
tices back to the influence of policy, globalization, and MNCs? To what extent is the
economic growth of Costa Rica and STEM education related?
2. How has mandating the NSTF participation influenced implementation of
21st-century skills through the use of PBL and use of technology by teachers across all
curricular areas? How has it impacted curriculum and instruction?
3. How has the NSTF policy changed the value for STEM education for stu-
dents, teachers, and educational leaders?
The preceding chapters provided an overview of the study and a review of the
literature relevant to the topic being examined. This chapter provides an outline of the
study and the methodology. It specifically includes the purpose of the study, the re-
search design, sample population, data collection protocols, and the data analysis
process that was used.
Design Summary
In conducting a research study, six clear steps have been identified by Creswell
(2009): (a) identification of a research problem, (b) review of the current literature, (c)
CREATING 21ST-CENTURY READY STUDENTS IN COSTA RICA 54
having a purpose for research, (d) the collection of data, (e) analysis of the data, and (f)
reporting the evaluation of the research. The present study is constructed around these
six steps. The methodology that was employed for this study is a multimethod, qualita-
tive approach. Interview, survey, and observation protocols were created with the
understanding that RQs would be best answered by collecting firsthand information
from Costa Rica’s political leaders, policymakers, Intel corporate leaders, school lead-
ers, teachers, and students. The obtained qualitative data provided a platform for under-
standing the role of Intel in promoting STEM education through government policy in
Costa Rica. The qualitative data also provided information on the impact that national
STEM policy has had on curriculum and pedagogy in the classrooms. The qualitative
data provided rich information that allowed the researcher to understand the impact on
student learning and the development of 21st-century skills (Maxwell, 2005; Merriam,
2009). The multimethod, qualitative approach allows participants to share their reality,
as constructed by their experiences and leadership skills.
Participants and Setting
Purposeful sampling was used to maximize understanding of the impact of
globalization and MNCs, specifically Intel, on Costa Rican schools, student learning,
and development of 21st-century skills (Merriam, 2009). There are certain goals for the
purposeful selection of participants, one of which is to deliberately select individuals
who are critical for testing theories in relation to the researcher’s study (Maxwell, 2005).
Selecting participants is dependent on what they can contribute to the research as well as
the researcher’s understanding of what is being studied. Therefore, schools selected for
this study were schools that had an affiliation with Intel. In addition, political leaders
CREATING 21ST-CENTURY READY STUDENTS IN COSTA RICA 55
and Intel corporate leaders were selected by their involvement in the designing and
implementation of national educational policy. Students who won the Costa Rican
NSTF were selected due to their involvement in schools and participation in educational
initiatives designed to promote 21st-century skills.
Access to political leaders, Intel corporate leaders, schools, and individual stu-
dents was obtained through the work of previous doctorate candidates from the USC
RSOE, specifically Dr. Oryla Wiedoeft. With the help of the dissertation chair, Dr.
Escalante, and Dr. Wiedoeft, this researcher was able to obtain the names and contact
information of key political leaders, Intel corporate leaders, schools, and individual
students who met the criteria for the study (see recruitment letter in Appendix A).
The individuals described below will be interviewed for this study.
Mary-Helen Bialas
Ms. Bialas is the Academic Relations Manager for Costa Rica at Intel Costa Rica.
She is is an ex-patriot who came to Costa Rica as part of the Peace Corps and stayed on
to work with the USAID and CINDE. Her goal is to provide and develop innovative
opportunities for Costa Rican children to engage in STEM education.
Nathalie Valencia Chacón
Ms. Chacón is the current Director of the Costa Rican Science Fairs as part of the
MICITT. She was a biology teacher and made the transition to her current position after
one of her students won the NSTF and qualified for the Intel ISEF. Ms. Chacón was
given the opportunity to participate in programs for science teachers at ISEF due to her
success with her students. She has described the teacher training programs through
ISEF as life changing and the reason why she decided to leave the classroom and share
CREATING 21ST-CENTURY READY STUDENTS IN COSTA RICA 56
her experiences with teachers across the country through her current position directing
the NSTF program.
Dr. Franklin Chan Diaz
Dr. Chan-Diaz is a Costa Rican born mechanical engineer, physicist and former
National Aeronautics and Space Administration (NASA) astronaut. He is the founder,
current president and chief executive officer (CEO) of Ad Astra Rocket Company. He
is a veteran of seven Space Shuttle missions, making him the record holder as of 2014
for the most spaceflights; he is a member of the NASA Astronaut Hall of Fame.
Dr. Jose Antonio Castro Nieto
Dr. Nieto is the current Chief Scientist Ad Astra Rocket Company’s Costa Rican
headquarters. He has an extensive résumé that highlights his experimental physicist
work for entities such as NASA. He speaks four languages (Spanish, English, French,
and Portuguese) and currently promotes STEM education initiatives in his home country
of Costa Rica. He graduated with a PhD from Rice University in Houston.
Alicia Fonseca
Mrs. Fonseca currently serves as the National Director of Technical Education
within the Costa Rican Ministry of Public Education. She works with 133 educational
centers in the country.
Silvia Arguello Vargas
Mrs. Arguello is the current Director of Human Capital for the MICITT in Costa
Rica. She has a bachelor’s degree in biology with an emphasis in tropical infectious
diseases.
CREATING 21ST-CENTURY READY STUDENTS IN COSTA RICA 57
Sonia Mora Escalante
Mrs. Escalante is the newly elected Costa Rican Minister of Education. She was
a Fulbright scholar at the University of Pittsburgh and at the time of this study had been
the Minister of Education less than a month.
Sylvia Ugalde
Mrs. Ugalde is the current Consul General of Costa Rica based in Los Angeles,
California. She has been Consul General since March 2014 and has jurisdiction over the
states of Alaska, Arizona, California, Hawaii, Idaho, Montana, Nevada, Oregon, Utah,
Washington, and Wyoming.
Vanessa Gibson
Mrs. Gibson is currently the Aftercare Director for CINDE. Her division’s role is
to support multinational companies after they have established operation in Costa Rica.
She works with these companies throughout the establishment process, building the
relationship with government entities to maintain the competitive level of the country.
Mrs. Gibson is a trained economist from the University of Costa Rica (UCR).
Marco Juarez
Mr. Juarez is the current principal of Colegio Cientifico De Costa Rica Cede San
Carlos (CCSC). He also teaches chemistry courses within the school and at the Instituto
Technologico de Costa Rica (ITCC). His focus is to provide access to all students in the
area, and he spends much of his time visiting schools to recruit students for the San
Carlos technical program.
CREATING 21ST-CENTURY READY STUDENTS IN COSTA RICA 58
Wayner Montero Carmona
Mr. Montero is currently a teacher at CCSC and was the former principal of the
school (2007–2011). He is extremely passionate about teaching research methods to his
students. As a student, he was the NSTF winner in 1995 and 1996. He became and
advisor, tutor, and teacher at San Carlos since 2000. In addition, he served as the re-
gional science fair organizer for Circuit 02 from 2004 through 2011. He currently
oversees the biotechnology lab at ITCR and teaches the research class at CCSC.
Johanna Villalobos Murillo
Mrs. Villalobos is a current chemistry teacher at CCSC. She is also a tenured
professor at ITCR, the university which houses the CCSC.
Isaac Araya Mejia
Mr. Araya is a graduate of CCSC and the 2000 NSTF winner. He currently
works for Intel in the quality control unit. Due to his success within the NSTFs, Mr.
Araya was given a full postsecondary education scholarship by Intel and graduated from
the UCR.
Max Rodriguez
Mr. Rodriguez is a graduate of CCSC and 2008 a NSTF winner. He was also the
recipient of full postsecondary education scholarship by Intel. Mr. Rodriguez currently
works as an research engineer at Ad Astra Rocket Company in Liberia, Costa Rica.
Alberto Paniagua Barbosa
Mr. Barbosa is a graduate of CCSC and a 2008 NSTF winner. He received a
scholarship for postsecondary education from Intel and at the time of this study was
finishing his final year at ITCR in mechanical engineering. Mr. Barbosa continues to
CREATING 21ST-CENTURY READY STUDENTS IN COSTA RICA 59
pursue scientific knowledge and recently returned to Costa Rica from a 6-month univer-
sity exchange program in Colombia, where he studied renewable energy.
Carlos Delgado
Carlos Delgado, graduate of CCSC and 2008 NSTF winner. He graduated in
2013 from ITCR with a degree in mechanical engineer and earned a full scholarship
form Intel. He currently works for a construction company doing logistics.
Instrumentation
Three data collection methods were used in this study to provide concrete data
and allow for triangulation to increase the validity of the research study (Merriam,
2009). Data were gathered through interviews, surveys, and classroom observations.
All three instruments-protocols were approved through USC’s IRB. The real names of
all individuals, schools visited, and organizations participating in the study were used.
Interview Protocols
Four interview protocols were developed for this study: One protocol was devel-
oped for government and policy leaders (see Appendix B); a second protocol, for Intel
corporate leaders (see Appendix C); a third protocol, for school leaders (see Appendix
D), and a fourth, for the students (see Appendix E) in the study. This study used semi-
structured interview protocols to allow flexibility. The flexibility allowed through the
protocols led the interviewees into deeper thought regarding 21st-century learners,
policy implementation, and student outcomes. The semistructured interview protocols
served as a guiding mechanism and allowed the interviewer to take the lead (Merriam,
2009). In addition, having semistructured interview protocols allowed the interviewees
CREATING 21ST-CENTURY READY STUDENTS IN COSTA RICA 60
to express themselves thoroughly and provide a better understanding of the wide range
of perceptions as they pertain to 21st-century curriculum.
The interview protocols were created by analyzing the RQs and the data needed
to study the research gap. According to Merriam (2009), the driving force in construct-
ing the items for any interview protocol should be the information necessary to answer
the RQs related to the study. Therefore, the interview questions were aligned to the
RQs. For example, RQ 1 states: “To what extent do teachers implementing STEM
curriculum trace their practices back to the influence of policy, globalization, and
MNCs?” The following interview questions were created and aligned to RQ 1:
1. What is your opinion on the importance of science, technology, engineering,
and math education?
2. What effect have you observed about students–teachers–educational leaders
who participate in science and technology fairs?
3. Could you describe science, technology, engineering, and math-related
changes and interests that have occurred nationwide as a result of the science and tech-
nology fair policy?
4. For those students who participate in science and technology fairs, what
changes have you noticed in their interests in science, technology, engineering, and
math-related fields? How about teachers? Educational leaders?
5. Has the National Science and Technology Fair policy changed the educa-
tional system in Costa Rica? If so, how?
The same framework was used to create all four interview protocols. All four
protocols had questions designed to provide data specifically to answer the RQs. A
CREATING 21ST-CENTURY READY STUDENTS IN COSTA RICA 61
comprehensive alignment of interview questions to RQs can be found in Tables 1 and 2.
Moreover, Table 1 contains the alignment of the interview questions to the respective
framework. Most of the interview questions were the same among the four protocols,
but a few had subtle differences from protocol to protocol to take into account the
different roles within the educational community of the subjects. For example, an Intel
corporate leader interview question reads, “How does the involvement in science fair
impact the labor force?” while the school leader question reads, “How does the science
fair impact science instruction?”
Merriam (2009) suggested that using a less structured interview protocol works
best when it is known that the subjects view the environment around them in a different
way. This frame of thought, in this researcher’s opinion, applied to the interview sub-
jects who perceived their educational environment differently due to their diverse roles
in the educational community. According to Merriam, recording the interview is the
best way to capture interview data. For the purpose of data analysis, the interviews were
transcribed onto a Microsoft Word® document and coded.
Observation Protocols
Observations are an effective tool for qualitative research if they are properly
aligned with the RQs (Merriam, 2009). The thematic dissertation group developed two
observation protocols (see Appendices F and G) with the goal of observing behavior,
practices, procedures, and pedagogy that can be used as evidence in answering RQs 2
and 3. Merriam (2009) suggested that observation data provide a firsthand account to
the researchers, rather than the second-hand account of interview data that can be filled
with perceptional biases by the interview subjects.
CREATING 21ST-CENTURY READY STUDENTS IN COSTA RICA 62
Table 1
Alignment of Government and Policy Leaders, Intel Corporate Leaders, and School
Leaders to Research Questions and Theoretical Frameworks
Item RQ1 RQ2 RQ3 Friedman
a
Spring
b
Wagner
c
Slough/Milam
c
Section I
1 X X
2 X X X
3 X X X X X
4 X X X
5 X X X X X
Section II
1 X X X
2 X X X
3 X X X
4 X X X
5 X X X X
6 X X X X X
7 X X X
Section III
1 X X X
2 X X X X X
3 X X X X X
4 X X X X X
5 X X X X
6 X X X
a
The World Is Flat: A Brief History of the Twenty-First Century, Further Updated and Ex-
panded 3.0, by T. L. Friedman, 2007, New York, NY: Picador.
b
Globalization of Education:
An Introduction, by J. Spring, 2008, New York, NY: Routledge.
c
The Global Achievement
Gap: Why Even Our Best Schools Don’t Teach the New Survival Skills Our Children Need—
and What We Can Do About It, by T. Wagner, 2008, New York, NY: Basic Books; Creating
Innovators: The Making of Young People Who Will Change the World, by T. Wagner, 2012,
New York, NY: Scribner Books.
d
”Theoretical Framework for the Design of STEM Project-
Based Learning,” by S. W. Slough and J. O. Milam, in STEM Project-Based Learning: An
Integrated Science, Technology, Engineering, and Mathematics (STEM) Approach (pp. 15–27),
by R. M. Capraro, M. M. Copraro, and J. Morgan (Eds.), 2013, Rotterdam, The Netherlands:
Sense.
CREATING 21ST-CENTURY READY STUDENTS IN COSTA RICA 63
Table 2
Alignment of Student Interview Protocol to Research Questions and Theoretical
Frameworks
Item RQ1 RQ2 RQ3 Friedman
a
Spring
b
Wagner
c
Slough/Milam
c
Section I
1 X X
2 X X X
3 X X X X X
4 X X X
Section II
1 X X X
2 X X X
3 X X X
4 X X X
5 X X X X
6 X X X X X
Section III
1 X X X
2 X X X X X
3 X X X X X
a
The World Is Flat: A Brief History of the Twenty-First Century, Further Updated and Ex-
panded 3.0, by T. L. Friedman, 2007, New York, NY: Picador.
b
Globalization of Education:
An Introduction, by J. Spring, 2008, New York, NY: Routledge.
c
The Global Achievement
Gap: Why Even Our Best Schools Don’t Teach the New Survival Skills Our Children Need—
and What We Can Do About It, by T. Wagner, 2008, New York, NY: Basic Books; Creating
Innovators: The Making of Young People Who Will Change the World, by T. Wagner, 2012,
New York, NY: Scribner Books.
d
”Theoretical Framework for the Design of STEM Project-
Based Learning,” by S. W. Slough and J. O. Milam, in STEM Project-Based Learning: An Inte-
grated Science, Technology, Engineering, and Mathematics (STEM) Approach (pp. 15–27), by
R. M. Capraro, M. M. Copraro, and J. Morgan (Eds.), 2013, Rotterdam, The Netherlands:
Sense.
CREATING 21ST-CENTURY READY STUDENTS IN COSTA RICA 64
The study revolved around Wagner’s (2008) definition of 21st-century skills;
therefore, in designing the observation protocol, the main purpose was to capture evi-
dence of the following skills and pedagogy: critical thinking and problem solving, col-
laboration, agility and adaptability, initiative and entrepreneurship, effective oral and
written communication, accessing and analyzing information, and curiosity and imagi-
nation.
Survey Protocols
Two survey protocols were developed for this study: One protocol was developed
for school leaders and teachers (Appendix H) and a second protocol for students (Ap-
pendix I) in the study. In developing the survey items, the following characteristics
were taken into consideration to develop clear and valid items: Jargon was avoided;
standard grammar and syntax were used; items were kept concrete and close to the
participants’ experience; and translation was done by individuals fluent in the target
language (Fink, 2009).
The thematic dissertation group created the self-administered school leader–
teacher and student survey used in this study. The school leaders and teacher survey has
23 items; the student survey, 14 items. Responses are on an Likert scale of 5 to 1, with 5
being strongly agree, 4 being agree, 3 being disagree, 2 being strongly disagree, and 1
being not applicable. The survey protocols gathered data for all three RQs. Items 1–4
in the student survey and 1–6 in the school leader–teacher survey addressed RQ 1, “To
what extent do teachers implementing STEM curriculum trace their practices back to the
influence of policy, globalization, and MNCs? To what extent is the economic growth
of Costa Rica and STEM education related?” Items 5–10 in the student survey and 7–14
CREATING 21ST-CENTURY READY STUDENTS IN COSTA RICA 65
in the school leader–teacher survey addressed RQ 2, “How has mandating the National
Science Fair participation influenced implementation of 21st-century skills through the
use of project-based learning and use of technology by teachers across all curricular
areas? How has it impacted curriculum and instruction?” Items 11–14 in the student
survey and 15–23 in the school leader–teacher survey addressed RQ #3, “How has the
National Science Fair policy changed the value for STEM education for students,
teachers, and educational leaders?”
A comprehensive alignment of survey items to RQs can be found in Tables 3 and
4. Moreover, Tables 3 and 4 align the survey items to the corresponding framework.
The two survey protocols were very similar because both aimed to provide data
specifically to answer the three RQs. The subtle differences from protocol to protocol
were designed to take into account the various roles and perceptions of the subjects. For
example, a school leader–teacher survey item reads, “Interest in STEM has increased as
a result of the national science fair mandate,” while the student survey item reads, “I am
more interested in STEM subjects since participating in the science fair.”
Data Collection
The process of data collection has three phases: entry to the site, data collection,
and exit from the site (Merriam, 2009). The field notes or raw data that are written
down or mechanically recorded during the period of observation are just as important
(Merriam, 2009). In addition, field notes include verbal descriptions of people, setting,
activities taking place, possible direct quotations, and possible observer comments
(Bogdan & Biklen, 2003). It is imperative that notes are written down by researchers
during the observation and that the data are summarized as soon as the observation is
CREATING 21ST-CENTURY READY STUDENTS IN COSTA RICA 66
Table 3
Alignment of Teacher–Administrator Survey Protocol Items to Research Questions and
Theoretical Frameworks
Item RQ1 RQ2 RQ3 Friedman
a
Spring
b
Wagner
c
Slough/Milam
c
1 X X
2 X X X
3 X X
4 X X X X X
5 X X X X X
6 X X X
7 X X
8 X X
9 X X X
10 X X X
11 X X
12 X X
13 X X X X
14 X X X X X
15 X X
16 X X X
17 X X
18 X X
19 X X X X X
20 X X X X
21 X X X
22 X X
23 X X X X X
a
The World Is Flat: A Brief History of the Twenty-First Century, Further Updated and
Expanded 3.0, by T. L. Friedman, 2007, New York, NY: Picador.
b
Globalization of
Education: An Introduction, by J. Spring, 2008, New York, NY: Routledge.
c
The
Global Achievement Gap: Why Even Our Best Schools Don’t Teach the New Survival
Skills Our Children Need—and What We Can Do About It, by T. Wagner, 2008, New
CREATING 21ST-CENTURY READY STUDENTS IN COSTA RICA 67
Table 3 (continued)
York, NY: Basic Books; Creating Innovators: The Making of Young People Who Will
Change the World, by T. Wagner, 2012, New York, NY: Scribner Books.
d
”Theoretical
Framework for the Design of STEM Project-Based Learning,” by S. W. Slough and
J. O. Milam, in STEM Project-Based Learning: An Integrated Science, Technology,
Engineering, and Mathematics (STEM) Approach (pp. 15–27), by R. M. Capraro, M. M.
Copraro, and J. Morgan (Eds.), 2013, Rotterdam, The Netherlands: Sense.
CREATING 21ST-CENTURY READY STUDENTS IN COSTA RICA 68
Table 4
Alignment of Student Survey Protocol Items to Research Questions and Theoretical
Frameworks
Item RQ1 RQ2 RQ3 Friedman
a
Spring
b
Wagner
c
Slough/Milam
c
1 X X
2 X X X
3 X X
4 X X X X
5 X X
6 X X X X
7 X X
8 X X
9 X X
10 X X X X
11 X X
12 X X
13 X X X X
14 X X X X
a
The World Is Flat: A Brief History of the Twenty-First Century, Further Updated and
Expanded 3.0, by T. L. Friedman, 2007, New York, NY: Picador.
b
Globalization of
Education: An Introduction, by J. Spring, 2008, New York, NY: Routledge.
c
The
Global Achievement Gap: Why Even Our Best Schools Don’t Teach the New Survival
Skills Our Children Need—and What We Can Do About It, by T. Wagner, 2008, New
York, NY: Basic Books; Creating Innovators: The Making of Young People Who Will
Change the World, by T. Wagner, 2012, New York, NY: Scribner Books.
d
”Theoretical
Framework for the Design of STEM Project-Based Learning,” by S. W. Slough and
J. O. Milam, in STEM Project-Based Learning: An Integrated Science, Technology,
Engineering, and Mathematics (STEM) Approach (pp. 15–27), by R. M. Capraro, M. M.
Copraro, and J. Morgan (Eds.), 2013, Rotterdam, The Netherlands: Sense.
CREATING 21ST-CENTURY READY STUDENTS IN COSTA RICA 69
over. Merriam (2009) advised that observers should start with a wide angle and then
narrow the angle as they begin to focus on a specific person, interaction, or activity.
This advice was taken into account within all aspects of the data collection process.
Data collected through interviews were taped and transcribed to ensure accuracy.
It is important to get permission from all participants, not just the school princi-
pal, by being humble, respectful, and supportive (Bogdan & Biklen, 2003). It is impor-
tant to put the observed participants at ease by thinking ahead of what the role of the
observer will be, how disruptive the observation might be to the setting, and why the
particular site has been chosen for study (Merriam, 2009). Equally important is the
action of informing participants of how the findings will be used (Bogdan & Biklen,
2003). The observations were set up ahead of time, thus allowing those in charge to
introduce the observer to the participants. Additionally, all observations were kept short
and relatively passive and unobtrusive (Merriam, 2009).
Data Analysis
Data analysis is best accomplished when researchers are following a comprehen-
sive process that ensures that it is done as effectively and efficiently as possible. In
analyzing the data collected for this research study, Creswell’s (2009, pp. 185–189) six-
step data analysis approach in qualitative research was utilized: (a) organizing and pre-
paring data for analysis, (b) reading through all the data, (c) coding the data, (d)
generating a description and themes of the setting or people, (e) representing descrip-
tions and themes in the qualitative narrative, and (f) interpreting the data.
Organizing data for analysis (the first step) includes organizing the data by
protocol: interviews, surveys, and observations. Once the data were organized by
CREATING 21ST-CENTURY READY STUDENTS IN COSTA RICA 70
protocol, each type of data was further prepared for analysis by transcribing the inter-
views, scanning-copying materials, and/or typing field notes. Reading through the data
(the second step) consisted of a comprehensive synthesis of the data gathered through
interviews, observations, and surveys. This process was very general with the purpose
to obtain the general ideas, themes, and impressions from the different data gathering
protocols as they pertained to the RQs. Coding the data (the third step) involved linking
isolated pieces of information into broader categories and labeling those categories. For
this study, coding focused on six dominant themes within the RQs: globalization, FDI,
STEM education, PBL, NSTF initiatives, and 21st-century skills.
Creswell’s (2009) fourth step, generating a description and themes for the setting
or people, resulted in a detailed description of the setting and events. A smaller number
of categories and themes were identified from the data in this process. The newly
created themes then transformed into the major findings of this qualitative study as the
main ideas and findings throughout the various data sources. Representing descriptions
and themes in the qualitative narrative (the fifth step) involved transforming coded data
into a narrative. The purpose of the narrative was to summarize the findings and create
a comprehensive picture of the people and settings within the study. Finally, interpret-
ing data (the sixth step) consisted of interpreting the obtained data to give them meaning
as they pertain to the RQs. In the final step of Creswell’s data analysis process, data
were interpreted to give them meaning in the form of lessons learned and determining
whether the data gathered mattered for the study.
CREATING 21ST-CENTURY READY STUDENTS IN COSTA RICA 71
Ethical Considerations
Because this study involved human participants, the guidelines and procedures
set forth by the USC IRB California were adhered to. Prior to contacting participants,
researchers were trained and certified by the Collaborative IRB Training Initiative
(CITI). The researchers, through this training, learned about their responsibility to
protect human subjects and agreed to do so when conducting research.
CREATING 21ST-CENTURY READY STUDENTS IN COSTA RICA 72
CHAPTER FOUR: RESULTS
Chapter Four provides results from an analysis of the data collected in the current
study, which explored the economic impact of globalization in Costa Rica, the role that
globalization played in educational reform and initiatives, and the policies that Costa
Rica has implemented to adapt to a globalized world—specifically the mandated NSTF
initiative.
The government of Costa Rica has developed a synergistic relationship with
MNCs to improve the educational system in an effort to produce 21st-century workers
who will supply the human capital to sustain MNCs within Costa Rica. The country’s
MEP has been collaborating with MNCs to ensure that students are learning the 21st-
century skills needed to compete in today’s and tomorrow’s economies (CINDE, 2012;
CINDE, Department of Research, 2013). As a result, MNCs such as Intel have had an
impact on the curriculum and pedagogy being taught within Costa Rica’s public K-12
schools and higher education institutions. The Costa Rican government, through its
MEP, has promoted student learning through support and initiatives specifically de-
signed to promote STEM education (CINDE, 2012). The aim of this study was to
examine the effects and success of national educational policy implemented to produce
21st-century ready students and to learn from these reform strategies in an effort to
replicate successful practices throughout the world.
The data obtained to address each of the RQs were triangulated through the use of
surveys, interviews, and observations. In addition, the data were triangulated through
the use of five pertinent sources: school site leaders, teachers, students, government
officials, and business officials. Data were analyzed using three conceptual frameworks
CREATING 21ST-CENTURY READY STUDENTS IN COSTA RICA 73
to address each of the RQs: the work of Wagner (2008) was used as the framework for
understanding the promotion of 21st-century skills in Costa Rican schools; the work of
Slough and Milam (2013) acted as the framework for understanding STEM education
and PBL; and the work of Spring (2008) provided the framework for understanding
globalization and FDI and their influence on education.
The purpose of this study was to examine the influence that globalization, FDI,
(specifically Intel), and the responsibility of MNCs have had on the curriculum and
pedagogy in Costa Rican schools. Furthermore, the relationship between STEM educa-
tion and Costa Rican economic growth was studied. This study examined how the
mandated NSTF influences the use of PBL to build human capital and prepare students
for 21st-century jobs, particularly in the STEM fields. The following RQs were used:
1. To what extent do teachers implementing STEM curriculum trace their
practices back to the influence of policy, globalization, and MNCs? To what extent do
people in Costa Rica believe the economic growth of Costa Rica and STEM education
are related?
2. How has mandating the NSTF participation influenced implementation of
21st-century skills through the use of PBL and the use of technology by teachers across
all curricular areas? How has it impacted curriculum and instruction?
3. How has the NSTF policy changed the value for STEM education for stu-
dents, teachers, and educational leaders?
CREATING 21ST-CENTURY READY STUDENTS IN COSTA RICA 74
Participants
The participants of this study were school site leaders, teachers, students, govern-
ment officials, and business officials. This section gives a brief review of the interview-
ees and survey participants so as to provide a perspective for the collected data.
A total of four business leaders were interviewed for this study: Mary-Helen
Bialas, Academic Relations Manager for Costa Rica at Intel Costa Rica; Dr. Franklin
Chan-Diaz, founder, current president, and CEO of Ad Astra Rocket Company; José
Antonio Castro Nieto, Chief Scientist at Ad Astra Rocket Company’s Costa Rican
headquarters; and Vanessa Gibson, Aftercare Director for CINDE. The interview with
Dr. Franklin Chan-Diaz was held at his U.S. headquarters in Houston, Texas; all other
interviews occurred in Costa Rica.
Five government officials were interviewed: Nathalie Valencia Chacón, Director
of the Costa Rican Science Fairs as part of the MICITT; Alicia Fonseca, National Direc-
tor of Technical Education within the Costa Rican Minister of Education; Silvia
Arguello Vargas, Director of Human Capital for the Minister of Science, Technology
and Telecommunications (MICITT) in Costa Rica; Sonia Escalante, Costa Rican MEP;
and Sylvia Ugalde, Consul General of Costa Rica based in Los Angeles, California.
Mrs. Ugalde’s interview was conducted in Los Angeles; all other interviews were held
in Costa Rica.
There were four students interviewed who graduated from the CCSC and who
won the Costa Rican NSTF and thus represented the country at the IISEF: Isaac Mejia,
fair participant in 2000; Max Rodriguez, fair participant in 2008; Alberto Barbosa, fair
CREATING 21ST-CENTURY READY STUDENTS IN COSTA RICA 75
participant in 2008; and Carlos Delgado, fair participant in 2008. All four of these
interviews were conducted in Costa Rica.
Data obtained at the school sites included additional interviews, surveys, and
observations. The 12 observations used in this data analysis occurred at the CCSC
(eight observations) and at the Centro de Educación Salesiana Don Bosco in San José
(four observations) through a series of classroom and facility walkthroughs. Addition-
ally, three school-site personnel interviews were conducted during the researchers’ visit
to San Carlos: Marco Marco Juarez, San Carlos Principal; Wayner Montero Carmona,
former San Carlos Principal and current teacher; and Johanna Villalobos Murillo,
current chemistry teacher.
A total of 237 student surveys and 45 teacher and administrator surveys were
collected from the three schools. Survey data for this study were collected at three
school sites: CCSC, Centro de Educación Salesiana Don Bosco in San José, and Liceo
Académico de Sixaola. The teachers interviewed were current teachers who taught at
the school: six from San Carlos, 30 from Don Bosco, and nine from Sixaloa. Students
surveyed were ninth, 10th, and 11th graders in each school: 36 from San Carlos, 168
from Don Bosco, and 33 from Sixaola.
The schools and participants in this study provided a cross-section of Costa Rican
stakeholders due to their diverse population makeup and geographical location. CCSC
in the northwest portion of the country is a specialized technical high school within
Costa Rica’s technical universities. The school selects about 30 of the brightest and
most motivated students from the area to attend the school for 2 years prior to gradua-
tion. The socioeconomic makeup of the school leans toward low income, but the school
CREATING 21ST-CENTURY READY STUDENTS IN COSTA RICA 76
hosts students from the farm families within the region as well as students from the
land-owning families in the area. The primary industry around San Carlos is agricultur-
al; this area has small, suburban-style towns surrounded by vast agricultural lands. In
addition, the teachers and administrators interviewed and observed for this study were
part of the university system and were faculty members within both institutions: the
technical university and the technical high school.
Liceo Académico de Sixaola is located in the northeast section of the country on
the border with Panama. Sixaola is a small farming town with a large population of
Panamanian immigrants. The school gives one a glimpse of a traditional rural school in
Costa Rica. The school has approximately 200 students and does not have a selective
process of matriculation; students enrolled in the school are neighborhood students or
students who live in the surrounding farmlands.
Centro de Educación Salesiana Don Bosco is located in the center of the country
in the city of San José. Don Bosco is considered an urban public school with a popula-
tion of 1,200 students. Don Bosco is a very successful Costa Rican school that has
implemented a selective process to accept part of the student body. In essence, Don
Bosco is a not as selective as San Carlos and does not have an open enrollment system
such as found at Sixaloa.
The three schools visited provided this study with a cross-section of Costa Rica
that included the views of students and teachers from rural, suburban, and inner-city
areas. In addition, the diversity in the school programs offered a further range in the
perspectives of those who worked within these schools.
CREATING 21ST-CENTURY READY STUDENTS IN COSTA RICA 77
Findings by Research Question
RQ 1
RQ 1 asked, “To what extent do teachers implementing STEM curriculum trace
their practices back to the influence of policy, globalization, and MNCs? To what
extent do people in Costa Rica believe the economic growth of Costa Rica and STEM
education are related?” The purpose of RQ 1 was to explore the effect that globaliza-
tion, MNCs, and government policies have had on STEM curriculum and pedagogy in
the classroom. In addition, RQ 1 explored the perception that Costa Ricans had on the
relationship between STEM education and the economic growth of Costa Rica. Global-
ization is a phenomenon of increased economic integration among nations, character-
ized by the movement of people, ideas, social customs, and products across borders
(Spring, 2008). Countries around the world have adapted to the global economy by
implementing national reform efforts to compete and/or be a part of the new globalized
economy (Spring, 2008). The country of Costa Rica has a business friendly environ-
ment that has attracted FDI through MNCs that has transformed the country’s economy
(CINDE, 2012). Costa Rica has implemented educational policy to further attract FDI
and ensure that the country can produce a viable workforce (CINDE, 2012). Costa Rica
partnered with MNCs such as Intel to help promote and develop educational reforms,
such as an emphasis on the math and science curriculum, increased teacher training, and
the implementation of a NSTF.
The country systematically partnered with MNCs in an effort to improve its edu-
cational system (CINDE, 2012). The partnership with Intel resulted in improved pro-
grams in Costa Rica’s university system; the creation of the Intel Innovation in
CREATING 21ST-CENTURY READY STUDENTS IN COSTA RICA 78
Education Program, which has donated $1.1 million in microprocessors to modernize
school labs; the creation of the Intel Teach to the Future program, which aims to train
9,000 primary and middle school teachers in technology; and the funding of the Students
as Scientists program, which promotes scientific research in schools and works closely
with the Costa Rican NSTF program (World Bank Group, MIGA, 2006). In 2004 Intel
also sponsored the Students as Scientists program as a 40-hour professional develop-
ment course for teachers. Launched in coordination with the Costa Rican MEP and the
MICITT, this program trained over 6,000 teachers between 2004 and 2011 and empha-
sized scientific research in schools (World Bank Group, MIGA, 2006).
The country of Costa Rica implemented educational policy aimed at promoting
STEM education and initiatives. Costa Rica passed a law in 1990 to promote scientific
and technological development within the country (Monge-González & González-
Alvarado, 2011). This law created the NSTS and the MICITT as the vehicles to pro-
mote scientific and technological development within Costa Rica (Monge-González et
al., 2011). The MICITT developed a National Science, Technology, and Innovation
Plan (2011-2014) with priority areas related to innovation, including new sources of
financing; creation of technology parks that bring together public, private, and academic
sectors; improved access to intellectual property protection; business incubation; inno-
vation in small businesses; improved cooperation between universities and the private
sector; promotion of entrepreneurship; and the creation of a national innovation agency
(Monge-González & González-Alvarado, 2011).
The data analysis revealed two themes. First, there is a strong influence of policy
and MNCs on STEM education practices and NSTF participation. Second, Costa
CREATING 21ST-CENTURY READY STUDENTS IN COSTA RICA 79
Ricans feel that the economic growth of Costa Rica is positively related to STEM edu-
cation.
Positive influence of policy and MNCs on STEM education. Survey, inter-
view, and observation data demonstrated that there is a strong influence of government
educational policy and MNCs on STEM educations. Data were obtained from Costa
Rican business leaders, educational leaders, government leaders, students, and teachers.
The data also supported Spring’s (2008) framework that the globalizations affect the
educational system of host countries as they try to compete in a global economy. More-
over, the focus of the data gathering revolved around the NSTFs, as these are one of the
major government initiatives intended to increase the number of students in STEM
education within the country.
Survey data obtained from 237 students and 45 teachers-administrators were used
to support the finding that there is strong influence of policy and MNCs on STEM edu-
cation within the country of Costa Rica. Figures 1 and 2 strongly indicate the positive
influence of policy and MNCs, specifically Intel, on STEM education and participation
in the NSTF. In regard to STEM education participation, participants were asked if
participation in the NSTF influenced participation in STEM education; in response,
86.7% of teachers and administrators strongly agreed or agreed (see Figure 1, Survey
Question 3). This response reflects the implementation of educational initiatives such as
the NSTFs will increase interest in STEM education.
In regard to the influence of MNCs, participants were asked if the partnership
with Intel and MNCs promoted STEM education and NSTF participation; 82.2% of
teachers and administrators strongly agreed or agreed” (see Figure 1, Survey Question
CREATING 21ST-CENTURY READY STUDENTS IN COSTA RICA 80
Figure 1. Percentages representing Costa Rican teacher and administrator beliefs re-
garding Research Question (RQ) 1, part 1. N = 45.
Figure 2. Percentages representing Costa Rican student beliefs regarding Research
Question (RQ) 1, part 2. N = 237.
CREATING 21ST-CENTURY READY STUDENTS IN COSTA RICA 81
4). Teachers and administrators had a belief that partnerships with Intel and other
MNCs have been integral in promoting STEM education within the Costa Rican
schools.
Student surveys echoed the sentiments of teachers and administrators in regard to
the influence of policy and MNCs on STEM education. When asked about the impor-
tance of STEM education, 84.8% of students surveyed strongly agreed or agreed that
STEM instruction has been an important part of their education (Figure 2, Survey
Question 1). This response further supported the fact that policy implemented as a
result of globalization and MNCs is being implemented at the school sites. In regard to
the impact of educational policy, students were asked if participation in the NSTF has
had a positive effect on their lives; 94.1% of students strongly agreed or agreed (Figure
2, Survey Question 2). This response further provided evidence that the national policy
has had a positive impact on Costa Rican students.
Interview data also supported the notion that educational policy and MNCs have
influenced STEM education in Costa Rica. This sentiment was expressed by all groups
interviewed: business partners, government leaders, students, teachers, and administra-
tors.
The Intel Corporation is one of Costa Rica’s most prominent business partners.
For over 25 years the corporation has set up programs to support STEM education
within the country. Mary-Helen Bialas, Academic Relations Manager for Intel Costa
Rica, was asked about the establishing relationships among MNCs to promote STEM
education. She stated, “I think we have, through private-public partnership, we’ve been
able to really create an embedded process that would provide opportunity for students to
CREATING 21ST-CENTURY READY STUDENTS IN COSTA RICA 82
participate in science fair and to help grow the STEM population of future engineers and
technicians.” Ms. Bialas continued:
I think that our role is to look at how we can improve education, because our
companies have benefitted, in the end, by that education. It’s paying back. It’s
putting back into the education system, or back into the infrastructure that helps
develop your workforce.
Further insight regarding the positive relationship among policy, MNCs, and
STEM education in Costa Rica was provided by another business partner, Vanessa
Gibson, who currently holds the position of Aftercare Director for CINDE. Her opinion
is that the government recognizes the need to promote STEM education within the
country as the means to compete in the current and future economy. Mrs. Gibson stated,
“I would say, at least there is a fair recognition of the need to attend the requirement of
STEM. The government has declared that they need to do something.”
Government officials also provided evidence that government policy and MNCs
have influenced STEM education within the country. Sylvia Ugalde, Consul General of
Costa Rica based in Los Angeles, was interviewed to obtain the perspective of a govern-
ment official who was not directly associated with the Ministry of Public Education.
She also expressed her knowledge of the influence of MNCs, specifically Intel, on the
Costa Rican educational system by stating,
Well, I mean, as a private company, they don’t have to do anything with regards
to helping education in Costa Rica, but it’s wonderful that they do, and that they
spend resources and time trying to help out the kids. Obviously, this is going to
be to their benefit because they’re going to have a better educated pool of people
CREATING 21ST-CENTURY READY STUDENTS IN COSTA RICA 83
where to get people to work for them. They’re investing in having a better-
prepared workforce. I think it is admirable that they do it, and I admire Intel for
starting this Fair.
In an effort to obtain insight into government policy, several government officials
who were directly involved with policy creation and implementation were interviewed.
Sylvia Arguello, Director of Human Capital for the MICITT in Costa Rica, was asked a
about the role of government policy on STEM education and stated that
Costa Rica is a very important investment since the army was abolished and now
we invest all the money we don’t use in armament construction. Now we use that
in education, and that’s a great investment and we can see education rates, and I
can tell you Costa Rica is an example in the Latin American level in relation to
the human talent. The area of science, technology, engineering and mathematics,
too, are very important for us because we not only want an economy based in
knowledge and in that order we need a good base in these areas, but because this
allow people to develop an analytical thinking in every work or profession, criti-
cal thinking, how to face a problem and give solutions to that problem.
Mrs. Arguello’s words further reinforced the notion that government policy has been
systematically implemented to promote STEM education within the country.
Nathalie Valencia, the current director of the Costa Rican science fairs as part of
the MICITT, was also interviewed to provide the perspective of a government official
who worked directly with schools throughout the country. Ms. Valencia’s interview
was imperative because she worked directly with schools, regional directors, and
teachers in properly implementing educational policy from the MEP. During her inter-
CREATING 21ST-CENTURY READY STUDENTS IN COSTA RICA 84
view, she asserted the connection between educational policy and STEM education by
saying:
Well, Costa Rica, as Silvia mentioned before, definitely has been working in
education as a priority and for us, in the case of the Minister of Science and
Technology and associated with the processes of formal education and non-
formal education that we have, we consider technology and science and engineer-
ing as three very important aspects for a country development, so that’s why we
invest our time in programs which encourage social appropriation of science—for
example, Olympics, scientific fairs, and other activities we have been working
with—for example, the gender science, which is an area that we have to work a
lot in this country. We definitely consider that the processes we develop from the
government sector and also related to the private sector require the development
of critical and creative citizens. We ideally hope a high percentage of this popu-
lation who are related to these processes of formal and non-formal education—
we hope these to have a tendency to technology and scientific careers because
there is a great necessity to have more scientists and engineers to increase the
country and zone development.
School personnel further provided insight regarding the influence of government
policy and MNCs on STEM education. Wayner Montero, teacher at CCSC, has seen
that government policy such as the mandated NSTF initiative, has “increased the num-
ber of engineering professionals and in the STEM related areas.” Mr. Montero has
worked closely with students from San Carlos who have gone on to win the Costa Rican
NSTF and then to represent Costa Rica at Intel’s ISEF. Marco Juarez, principal of
CREATING 21ST-CENTURY READY STUDENTS IN COSTA RICA 85
CCSC, also concurred with Mr. Montero’s view that national policy has had a positive
effect on the promotion of STEM education. When Mr. Juarez was asked about the
impact of the nationally mandated science fair policy on education, his response was the
following:
In a positive way, it’s what I said because it’s very similar to another question
that you asked me—very positive because it has allowed within the curriculum of
different subjects to implement, as I previously mentioned, . . . well, to find a
solution to a problem to bring it to its different steps and see the results. It allows
us to develop many skills in the process of research—skills that are from infor-
mation research, how to find it, how to handle and process that information, and
from written and oral expression at the moment to disclose it, so it’s one of the
most positive things when developing the curriculum from the point of view of
science, technology, math that all this comes to strengthen all science subjects.
Student interviews were conducted to provide a deeper understanding of the
effects of educational policy and MNCs on students. Student interviews for this
research project provided further evidence of the influence of government policy and
MNCs on STEM education and student learning. Alberto Paniagua, graduate of CCSC,
and the 2008 NSTF winner, saw the positive impact that educational policy has had on
students. Alberto expressed that the national policy touched all students because all
students had to participate—sometimes turning students with poor academic goals into
fans of science. During his interview, he stated:
I remember something funny. There’s always problematic children in all the
schools, and there were some very problematic that they didn’t like to—they
CREATING 21ST-CENTURY READY STUDENTS IN COSTA RICA 86
simply aren’t interested in learning for some reason or another, and they partici-
pated in the science fair and made a machine to make tattoos. We’re talking
about an electro-mechanical equipment with frequencies, with movements, that
even needs a lubricant and special ink. And those children that didn’t want to
study got there with a machine that worked.
Another student, Isaac Araya, who was also a graduate of CCSC and the 2000
NSTF winner, acclaimed the same sentiment when asked about the influence and impor-
tance of government policy on promoting STEM education. In his interview, he pro-
vided evidence that the national policy had a positive impact in his life:
Okay, so basically I think it’s really, really important, even crucial for a country
itself to have these kinds of initiatives. In my case, by the time I was in high
school, it was really amazing or attractive to be able to participate in something
like this. I think it creates a difference for a lot of the students that work or par-
ticipate. It takes them out of the class—go to another place and expose what they
have learned.
Observations conducted at two Costa Rican high schools provided supporting
data to the theme that government policy and MNCs have had a positive impact on
STEM education. While visiting CCSC, the researchers quickly saw the influence of
government policy on promoting STEM education. CCSC is a high school housed
within the Technical College System of Costa Rica. The birth of the technical high
schools within the technical universities was due to government legislation in the early
1990s. This legislation was specifically implemented to promote STEM education.
Over the 2 last decades, the technical high schools have identified students from local
CREATING 21ST-CENTURY READY STUDENTS IN COSTA RICA 87
high schools and invited them to apply for entrance. Students must undergo a rigorous
screening and application process before being accepted. The CCSC accepts 30 stu-
dents every year from local high schools in the area and houses them at the university.
They are taught by college professors and use the same classroom facilities as the
University students. The program is extremely rigorous and about half drop from the
program after the first year and return to their home school.
Further evidence that the country of Costa Rica is promoting STEM education
was observed within the facilities at the schools. Although the researchers saw limited
lab resources, they did observe a focus on STEM education on the campus. Science and
computer labs were readily available, and students were observed using inquiry-based
skills to solve problems. The school requires all students to conduct a 2-year scientific
study that culminates with participation in the NSTF Moreover, professors promote
inquiry and investigation on a daily basis through the use of computer labs and technical
labs.
The second school visited, Centro de Educación Salesiana Don Bosco in San
José, also showed a focus on STEM education and a heavy presence by Intel. Don
Bosco is a hybrid public and technical school found in one of the poorest neighborhoods
in San José. The school has a strong relationship with Intel, and the researcher observed
labs completely filled with equipment donated from Intel. The classroom teacher stated
that the equipment was donated by Intel with no instructions regarding how to use the
equipment. Students use the equipment to learn programming and to create new uses
for it. In addition, Intel has donated laptops and other computer components, such as
motherboards and circuits, to be used by the students within the school’s curriculum.
CREATING 21ST-CENTURY READY STUDENTS IN COSTA RICA 88
The school even has a circuit-making machine donated by Intel to teach electro-
engineering concepts. Teachers and students were very well aware of the assistance
received from the Intel Corporation and expressed their gratitude for the resources
provided.
Costa Ricans, including business partners, government officials, school teachers
and administrators, and students, felt that there is a strong influence of policy and MNCs
on STEM education practices and NSTF participation. The data demonstrated that
Costa Ricans see the implementation of the NSTF initiative as the key policy in promot-
ing STEM educations within the country. In addition, the data supported the notion that
the Intel Corporation has been an integral business partner as the country moves toward
a STEM-educated workforce.
Economic growth of Costa Rica is positively related to STEM education.
Survey and interview data demonstrated that Costa Ricans felt that the economic growth
of Costa Rica is positively related to STEM education. Supportive data were obtained
from Costa Rican business leaders, educational leaders, government leaders, students,
and teachers. The results from the data analysis also supported Spring’s (2008) frame-
work that STEM education is an important aspect to promote economic growth in the
current global economy. The NSTF initiative was used as a model government initiative
because all students and schools must participate in this government-sponsored pro-
gram.
Survey data obtained from 237 students and 45 teachers-administrators provided
supporting data that Costa Ricans felt that the economic growth of the country is
positively related to STEM education. Survey data, as shown in Figures 1 and 2,
CREATING 21ST-CENTURY READY STUDENTS IN COSTA RICA 89
highlights the perceptions of students and teachers-administrators in regard to the con-
nection between the economic growth of Costa Rica and STEM education.. In regard to
the influence of STEM education on economic growth, survey data demonstrated that
teachers and administrators strongly agreed or agreed at a rate of 88.9% that STEM
education and NSTF participation is important to the economic future of Costa Rica (see
Figure 1). The Costa Rican government’s primary reason for implementing educational
policy that promotes STEM education is to develop the human capital needed to sustain
the country’s growth in a globalized economy. The government’s primary initiative to
promote STEM education is the mandated NSTF; therefore, it is important to note that
73% of students surveyed strongly agreed or agreed that participating in the NSTF
promoted their interest in STEM subjects (see Figure 2, Survey Question 4). The data
showed that the initiative is helping to promote STEM education within the country.
Interviews reinforced the notion that Costa Ricans felt that STEM education will
positively impact the country’s economic growth. All interview participants were asked
the following question: “Do you believe STEM education is important to the economic
future of Costa Rica?” Their answers were all in support of STEM education’s positive
role in Costa Rica’s economic future but differed in the reasons as to why STEM educa-
tion had a positive influence on Costa Rica’s economic growth.
Business partners saw the importance of STEM education in Costa Rica’s eco-
nomic growth from the perspective of job creation and the shift from an agricultural
economy to a knowledge-based economy revolving around technology. For example,
Mary-Helen Bialas, who serves as the Academic Relations Manager for Intel Costa
Rica, commented:
CREATING 21ST-CENTURY READY STUDENTS IN COSTA RICA 90
Definitely important. Costa Rica’s gone through a process of being a very
agricultural-based country. It’s moved into having tourism and services being at
the next economic level. To be competitive now, it really has to use the knowl-
edge . . . this knowledge that it has, and be able to sell their knowledge.
Another business partner, Vanessa Gibson, who currently holds the position of
Aftercare Director for CINDE and works directly with MNCs in investing and conduct-
ing business within Costa Rica, also lauded the importance of STEM education due to
the shift in high-tech jobs and investment in Costa Rica. During her interview, she
stated that
it is the fuel of Costa Rica development, because we’re targeting—we’re working
hard as a country to attract more high-tech companies. And high-tech companies
means one thing—you need more engineers, you need more scientists, you need
people that are aligned. We do need people in the social areas. Don’t get me
wrong, but definitely the country has to put its path clear, even though the system
is not necessarily working at the same path. For me it’s a given the challenge that
no one hasn’t realized yet how important it is for us.
Business partners who don’t work directly with the schools also expressed their
opinion that STEM education and the economic growth of Costa Rica are intercon-
nected. Dr. Franklin Chang-Diaz, who is a Costa Rican-born mechanical engineer,
physicist, former NASA astronaut, as well as the founder, current president, and CEO of
the U.S.-based Ad Astra Rocket Company, was interviewed to provide the perspective
of a technology-based company with operations in Costa Rica. During his interview,
Dr. Chang-Diaz reminded researchers of the shift in business that the country of Costa
CREATING 21ST-CENTURY READY STUDENTS IN COSTA RICA 91
Rica has experienced and the importance of diversifying business practices to enhance
the country’s economy. When asked whether STEM education was important to the
economic growth of Costa Rica, Dr. Chang-Diaz emphatically noted:
Absolutely! Well, Costa Rica has, when I was living there, had 1 million people.
It was a fully agricultural, totally agricultural, country. Now Costa Rica has close
to 5 million people that are interested in living well and having a good standard
of living: good food and all the good things. Agriculture will not supply that.
Basically the country cannot maintain that level of standard living on agriculture.
The same thing was discovered by Japan and Switzerland and small countries that
you see. You go to Japan and you see the farmers planting the rice in the rice
fields, and you think that’s what they live on, and that’s not true. They live off of
the Nissans and the Toyotas and the Sonys, and that’s what really makes their
economic. Same thing in Switzerland. You don’t see—they don’t live on like
Swiss cheese, for example. There is nice little cows that you see in the field, and
Switzerland, they don’t live off that. They live off of their banking and their
high-end enterprises. Costa Rica is no different. Now if we were a country like
maybe the U.S. that has gigantic resources, we could, or Venezuela. Which is not
doing that great, but have so much oil that you could just live on oil for until
people don’t have any need for oil. Then you will need to study. Well, that
would be a very ill policy. Costa Rica needs to go into the field of high technol-
ogy, definitely, if it wants to become a first-world country. No question about it.
Dr. Chang-Diaz’s perspective is a reminder that Costa Rica must diversify its
economy to ensure economic growth. He reminded researchers that the country’s
CREATING 21ST-CENTURY READY STUDENTS IN COSTA RICA 92
economy was agriculturally dependent and that other countries, such as Japan, were able
to diversify their economy in order to survive and expand. Finally, he expressed his
opinion that Costa Ricans must diversify into the field of technology because the coun-
try does not have the natural resources that other larger nations have.
Dr. Chang-Diaz’s Costa Rican-born chief scientist at Ad Astra Rocket Company,
Dr. José Antonio Castro, also indicated the importance of STEM education in helping
transform the Costa Rican economy through a shift into high-tech business practices and
educational practices. He said that
developed countries became developed mainly because of the industrial revolu-
tions and how they were able to produce through technology. Design it, produce
it, and build it. And innovate. Whether you think of China, Taiwan, Japan, the
U.S., Germany, or England. And most of the countries that have not are lagging
behind, I think precisely because of that. So, I think STEM has a priority place in
trying to get a country to be developed.
Government officials interviewed also reinforced the sentiment that STEM edu-
cation is key to the economic growth of Costa Rica. Government officials provided
some insight into the struggles faced by the educational system. The newly elected
Costa Rican MEP, Sonia Mora Escalante, expressed the importance of STEM educa-
tion, the problems with the current implementation of policy, and quality of programs
currently being implemented. During her interview, she noted that STEM education
is an essential part of our economic development and growth. Now, you cannot
think about development and new activities without innovation in science and
technology, but we have some problems there. We have policy problems in . . .
CREATING 21ST-CENTURY READY STUDENTS IN COSTA RICA 93
when you speak about the programs and educations in these fields, you have
problems in quality, for example. We have already the results of the international
tests, and you see that Costa Rica—we have to do a big effort to reinforce these
areas.
The country’s educational leaders and policymakers understand that there is more
work to be done to create an educational system that is fully coordinated to promote
STEM education. One of the major issues is providing adequate support to schools in
rural areas (S. M. Escalante, personal interview, June 2014), yet the sentiment that
STEM education is important for the economic growth of Costa Rica is understood
throughout the country. Interviews with teachers and students further promoted this
sentiment. Johanna Villalobos, a chemistry teacher at CCSC, expressed this sentiment
by saying that
we are in the era of knowledge. So, it’s not just general knowledge but apply that
knowledge and that application is technology, engineering, and design. So at this
point, if we are trying to join math, science, technology and all these areas as one,
jointly and across, and in every way, then we would be able to help a country
succeed economically. And by improving economically, we will have a social
improvement and a more equitable distribution of wealth and distribution of
knowledge.
Students interviewed also expressed the importance of STEM education on the
country’s economic growth. Students felt that STEM promotes skills, such as critical
thinking skills and collaboration skills, which are necessary to be successful. Alberto
Paniagua, graduate of CCSC and the 2008 NSTF winner, stated:
CREATING 21ST-CENTURY READY STUDENTS IN COSTA RICA 94
Of course, it is because, if we continue with the previous model and they make us
all square, what they’re doing is making a whole bunch of workers: soldiers. If
they instill in us science and technology, I see a whole new market because those
are entrepreneurs that risk to do things, that want to look into new fields, and
that’s where new economies are formed—where the child isn’t afraid to start his
own business. So if they put STEM, the child won’t be afraid of anything; he
won’t be afraid to make an error because in investigations, you make mistakes
over and over until you get a good result. So the child won’t be afraid of those
types of problems, of making mistakes, because he’ll know that everything is a
process in order to get a good result. So yes, I think that the science fairs are very
important to form a person with integrity because it’s going to give them very
good tools to go ahead in life.
Another student, Isaac Araya, a graduate of CCSC and the 2000 NSTF winner,
also expressed that the economic growth of Costa Rica is driven by the
knowledge-based skills provided by STEM education. Isaac felt that a technologically
educated population will benefit the country through the creation of new technologies
and/or better decision making. During his interview in June 2014, he noted:
Yes, I do firmly believe that STEM is going to have a positive impact in the
development of my country, for a few reasons. I’ve noticed in myself being able
to be more critic about what I see happening in my country. Then I also notice
when I sit down and talk to other engineers, or here my manager or my manage-
ment, discuss about X or Y project coming to our country, I see all the judgment
being influenced by being moved by facts. The second thing is people having a
CREATING 21ST-CENTURY READY STUDENTS IN COSTA RICA 95
technical background may be able to create a different product, or improve a
process, or reduce waste, or make more money out of the investments—things
like that. It’s not just being an economist that you can make money—it’s just
being able to take the right decisions based on the right facts that you can make
more money. That’s being money oriented. The other thing is you can have a
new generation of population which is interested in different things, not just
being or things that do not add value to your life, or even to your kids, or your
country, or even the world. People will start getting more concerned about pollu-
tion; people will start getting more concerned about taking care of nature, things
like that.
Max Rodriguez, another graduate of CCSC and a 2008 NSTF winner who also
worked for Ad Astra Rocket Company, summarized the importance of STEM education
in driving the Costa Rican economy by stating that STEM education
is very important, and it goes back to the economic model that we . . . a country
are pursuing. I personally believe that it is necessary that we prepare our students
and prepare our manpower really to be able to take on jobs that are more
specialized. The industry here in Costa Rica has grown, and the economy has
grown out of mainly agricultural and exports in bananas, and it has diversified
with Intel—but not only Intel, other companies, Boston Scientific—and so we
manufacture medical supplies, and we do research, so we export knowledge. For
that to grow, because I think that is the path that we should follow . . . we don’t
have great resources as a country. We’re a small country; we don’t have like tons
of oil, or any of that. I think the greatest asset that we have is our people, and I do
CREATING 21ST-CENTURY READY STUDENTS IN COSTA RICA 96
believe that we have to exploit that. In order to do that, we need educated people.
We very much have that, and I’m proud because I’m a product of our educational
system, and I’m proud of the education that I’ve been given—the free education
that I’ve been given. I think we have to support that even more. That would
include the government that I think has done a very good job, but I think it has to
include all different parts of society, and it has to include the production sector,
so companies—and it has to include the people themselves, people like myself,
that support in other ways the system. I’m very proud of how the education
system is. I think we’re still a ways from where we should be in that respect, so
there is a lot of work to be done, especially focusing on these specific areas of
science and technology.
Max expressed the importance of STEM education as it translates to an educated
workforce that will be able to provide the human capital to a diverse field of technology
companies within the country. There are currently over 350 MNCs working within
Costa Rica that will require the Costa Rican human capital to fill jobs as the companies
expand operations within the country.
In summary, the triangulation of surveys and interviews of business partners,
government officials, school site personnel, and students provided strong evidence that
Costa Ricans felt that the economic growth of Costa Rica is positively related to STEM
education. The evidence demonstrated that Costa Ricans felt that STEM education
would provide the human capital to fill technology jobs within the country, lead in the
creation of new technologies, and promote better decision making within the country;
CREATING 21ST-CENTURY READY STUDENTS IN COSTA RICA 97
collectively, Costa Ricans believed that this STEM education would lead to a better
economic future for the country.
Discussion: RQ 1. The Costa Rican government has implemented new educa-
tional policies as a result of the influence of MNCs, such as the mandated NSTF. The
executed policies and partnerships with MNCs have resulted in the implementation of
STEM practices within the Costa Rican public school system. In addition, the promo-
tion of STEM practices has stimulated participation in the NSTFs. The economic shift
in the economy of Costa Rica from an agricultural-based economy to a knowledge-based
technology economy has resulted in the promotion of STEM education as a means to
keep the economic and social progress of the country going.
The survey, interview, and observational data presented demonstrated that there
is a strong influence of policy and MNCs on STEM education practices and NSTF par-
ticipation. Costa Rican stakeholders such as business partners, government officials,
school leaders, teachers, and students demonstrated this belief through their survey
and/or interview responses. Survey and interview data from a variety of stakeholders
also demonstrated that Costa Ricans felt that the economic growth of Costa Rica is posi-
tively related to STEM education. Costa Rican stakeholders expressed their belief that
STEM education as promoted by the NSTF initiative will, in turn, make the country
competitive in the current globalized economy. Stakeholders felt that it is essential for
the country to produce STEM ready workers to supply the high-tech MNCs that cur-
rently have are engaged in Costa Rican operations.
The data analysis revealed two themes: First, there is a strong influence of policy
and MNCs on STEM education practices and NSTF participation. Second, Costa
CREATING 21ST-CENTURY READY STUDENTS IN COSTA RICA 98
Ricans believe that the economic growth of Costa Rica is positively related to STEM
education. Therefore, the finding is that Costa Rican policy to promote STEM educa-
tion, such as the nationally mandated NSTF initiative, has been successful in encourag-
ing the study of STEM fields by students in an effort to improve the human capital
needed for to current and future business partners. The country’s efforts have educated
its citizens on the importance of STEM education in the economic growth of Costa
Rica.
RQ 2
RQ 2 asked: “How has mandating the NSTF participation influenced implemen-
tation of 21st-century skills through the use of PBL and the use of technology by teach-
ers across all curricular areas? How has it impacted curriculum and instruction?
RQ 2 aimed to explore whether NSTF participation promoted 21st-century skills
through the use of PBL and technology in the classroom. Moreover, the aim of RQ 2
was to determine whether the NSTF initiative had impacted curriculum and instruction
in the observed Costa Rican schools.
Wagner’s (2008) research emphasized that K–12 curriculum and pedagogy must
stress the skills that will prepare students for the 21st-century economy, promote
innovation, and create a workforce that will prosper within a globalized economy.
Wagner (2008) noted seven survival skills that 21st-century students must attain to be
competitive in a global knowledge economy: (a) critical thinking and problem solving,
(b) collaboration and leadership, (c) agility and adaptability, (d) initiative and entrepre-
neurialism, (e) oral and written communication, (f) accessing and analyzing information,
and (g) curiosity and imagination. The Costa Rican government began to shift its
CREATING 21ST-CENTURY READY STUDENTS IN COSTA RICA 99
educational system in the 1990s to promote 21st-century skills through partnerships with
foreign companies (World Bank Group, MIGA, 2006). For example, Intel’s Teach to
the Future program has donated over $1 million worth of microprocessors to modernize
laboratories in schools to enhance technology and engineering education (World Bank
Group, MIGA, 2006).
It is widely known that one of the most effective ways to promote 21st-century
skills is through science education (Wagner, 2008). Science education has built-in tools
that promote 21st-century skills, such as scientific inquiry. In Costa Rica, legislation
created the NSTS and the MICITT as the agencies entrusted with the promotion of
scientific and technological development in Costa Rica (Monge-González & González-
Alvarado, 2011). A common factor within STEM education efforts is the implementa-
tion of PBL. Bender (2012) described PBL is an instructional model based on solving
real-world issues and problems that students find meaningful in an effort to determine
how to address the problem and work collaboratively to find solutions to the problem.
PBL utilizes a problem statement that guides students to explore the research topic
(Slough & Milam, 2013). PBL integrates engineering design principles with the exist-
ing curriculum to promote critical thinking skills (Capraro et al., 2013). Research has
shown that PBL promotes 21st-century skills such as problem solving and collaboration.
It has been found to be an effective strategy to motivate students to learn, and it is now
recommended as a 21st-century teaching technique (Bender, 2012). The implementa-
tion of PBL in the Costa Rican educational system is apparent by the focus on scientific
inquiry within the K-12 school system as well as within the university system (CINDE,
2012). PBL instruction follows these principles or steps: (a) determine the real problem,
CREATING 21ST-CENTURY READY STUDENTS IN COSTA RICA 100
(b) state the real problem, (c) identify alternative perspectives, (d) determine constraints,
(e) gather information, (f) formulate general possible solutions, (g) choose the best
solution, (h) plan the steps for implementing the solution, and (i) adapt the solution
(Capraro et al., 2013).
The data analysis revealed two themes. First, the implementation of the NSTF
has promoted the use of PBL and technology in the classroom. Second, the implementa-
tion of the NSTF has changed classroom instruction but not the curriculum.
NSTF initiative has promoted the use of PBL and technology. Survey, inter-
view, and observation data demonstrated that the implementation of the NSTF initiative
has promoted the use of PBL and technology within Costa Rican schools. Supportive
data were obtained from Costa Rican business leaders, government leaders, educational
leaders, teachers, and students. The findings also supported Slough and Milam’s (2013)
framework that STEM education promotes the use of PBL that, in turn, promotes the
attainment of 21st-century skills. Once again, the focus of the data gathering revolved
around the NSTFs because it is one of the major government initiatives intended to
create 21st-century ready workers.
Survey data, as shown in Figures 3 and 4, provides evidence that the implementa-
tion of the NSTF has stimulated the use of PBL and technology in the classroom.
Survey data obtained from 237 students and 45 teachers-administrators was used to
support the findings. In regard to the use of PBL in schools, when asked if the imple-
mentation of the NSTF has positively increased the use of PBL in schools, 75.6% of
teachers and administrators surveyed strongly agreed or agreed” (see Figure 3). In
addition, 77.8% of teachers and administrators also strongly agreed or agreed that the
CREATING 21ST-CENTURY READY STUDENTS IN COSTA RICA 101
NSTF initiative promotes the use of technology in schools (see Figure 3). This response
provides evidence that the government legislation that created the NSTS and the
MICITT to promote scientific and technological development in Costa Rica has been
successful, through initiatives such as the NSTF, in promoting STEM education and
PBL within the Costa Rican K-12 school system.
Wagner (2008) noted that one of the most effective ways to promote 21st-century
skills is through science education. The Costa Rican government’s initiatives to
promote science education have targeted its K–12 student body to ensure that students
obtain the necessary 21st-century skills to participate in a globalized economy. Students
supported this goal with 96.9% Strongly Agree or Agree responses that technology was
an important part of their preparation for the NSTF (see Figure 4, Survey Question 9).
In essence, students are being exposed to technology in the classroom as they use PBL
strategies while developing their science fair projects. As stated in the literature, re-
search has shown that PBL promotes 21st-century skills such as problem solving and
collaboration, and it has been found to be an effective motivator of students to learn and
explore (Bender, 2012).
Interview data also suggested that the implementation of the NSTFs has pro-
moted PBL and technology in the classroom. Interviewees expressed their belief that
PBL is being used within the classroom as a result of the NSTF initiative. In addition,
the NSTF initiative has given teachers with a STEM focus a forum to promote their
passion. For instance, one of Costa Rica’s most prominent business leaders, Dr. Chang-
Diaz, was asked how the NSTF participation has affected the use of PBL:
CREATING 21ST-CENTURY READY STUDENTS IN COSTA RICA 102
Figure 3. Percentages representing Costa Rican teacher and administrator beliefs re-
garding Research Question (RQ) 2, part 1. N = 45.
Figure 4. Percentages representing Costa Rican student beliefs regarding Research
Question (RQ) 2, part 2. N = 237.
CREATING 21ST-CENTURY READY STUDENTS IN COSTA RICA 103
Yes, in that case, yes. Very, very strong effect. We, when we think of projects,
we like to get the engineers to be able to develop a project that has a calendar
assigned to it. In other words, when you have something you want to accomplish,
you have a certain time that you have to accomplish it in. Also, you have to tell
how much it’s going to cost you to do that project. Project based is not just a
technical part of a project but also the execution part, and the sequencing of the
steps, the sequencing of the tasks that you have to do to accomplish your project
in the least amount of time with the least amount of money. That is a skill that
many engineers come out of school without. I think that we’re seeing more and
more emphasis in that in Costa Rica . . . in improving that in Costa Rica.
A second business leader, Mary-Helen Bialas, has also seen an increase in the use
of technology as a result of participation in the NSTF. When asked about the use of
technology as a result of participation in the NSTF, she responded:
Technology has given them the opportunity to research further their documents,
to find worlds that are far beyond their communities, and to understand what
others are doing in that field. It’s given them the opportunity to communicate
with other students, and to other teachers, professors, either on a simple level or
on a research level. It’s opened many doors for them.
Government officials, such as the current National Director of Technical Educa-
tion within the Costa Rican Ministry of Public Education, Alicia Fonseca, provided
further evidence that the use of technology has increased as a result of NSTF participa-
tion:
CREATING 21ST-CENTURY READY STUDENTS IN COSTA RICA 104
I think that that has been very important. Almost all the schools have information
systems and laboratories. I do not speak of only information studies. For exam-
ple, farming and cattle has its own equipment and irrigation and drainage. I am
always surprised, for example, by irrigation and drainage from the area of farm-
ing and cattle. They always take projects, and they use technology to measure
land and all of that, and they use it to make the projects they take to the fairs.
Yes, it’s being used.
Interviews conducted at the school sites further reinforced the belief that NSTF
participation has increased the use of PBL and technology in the classroom. Marco
Juarez, principal at CCSC, when asked about the use of PBL and technology as a result
of NSTF participation, commented:
Well, it’s vital. Technology goes along with their different projects and participa-
tion in fairs. From the point of view of the class curriculum, we have some
classes that also allow them to develop this. We have one class in the curriculum
that is basic computer programming that allows them because they also have
robotics class, so robotics require basic programming so both classes are imple-
mented. And we also have technical drawing in which is used many computer
programs or software to have AutoCAD®, to have different programs in which
the students can produce plans. They can generate structures and strengthen
robotics and computer classes. There are three subjects that are complementing
the science curriculum in this part of technology that are computing, robotics and
technical drawing.
CREATING 21ST-CENTURY READY STUDENTS IN COSTA RICA 105
Student interviews provided further proof that participation in the NSTF has
resulted in the use of PBL strategies such as collaboration and exploration. Carlos
Delgado, graduate of CCSC and the 2008 NSTF winner, expressed his support for this
notion:
Team working is one of the main motivations provided by these fairs. Another
thing is to know things beyond your school, beyond your place, San Carlos, and
then regarding the international fair which was an amazing experience for all of
us. It enabled us to know other cultures, which is something very important, to
improve the language trying to talk with other people in English when we were in
the United States—something that is not instilled here in Costa Rica. You walk
along the streets and at the stores people speak in English, but we always ask if
there is anyone who can speak Spanish, so we only speak in Spanish; but if you
go to the United States, you have to speak English no matter what.
The use of inquiry and problem solving, which are both mainstreams of the PBL
philosophy, is greatly promoted by teachers, as described in several student interviews.
Isaac Araya remembered his teachers pushing him to solve practical problems using
PBL strategies. He gave the following example:
I can remember a lot of good experiences. I remember I was living in residences
near to the high school because my family was far. I remember waking up at 5:00
a.m. in the morning and walking all the way to the treatment plant and doing that
for about 2 or 3 weeks, because my other peers were not living in the same build-
ing so they were not able to go there. The sacrifice was high, doing that for a few
weeks. Then when we needed to do the analysis in the lab, so we went to classes
CREATING 21ST-CENTURY READY STUDENTS IN COSTA RICA 106
all day long and then after classes we were allowed to get into the lab and do it
there. I think we even had couple of nights—we stayed the whole night at the lab
doing things. I will say that the experience was kind of a sacrifice, but I will say
that what I did learn is if there’s something that you’re doing and you like what
you’re doing, you will do a lot of sacrifices with no regrets. I remember myself
using a $10,000 oxygen sensor that we had, and we were able to connect it. It
was amazing. I didn’t use that until I was in college, but there was those testers,
instruments, calculators that we can program—there are some very big ones, and
you can plug the oxygen sensor to it, and you can take the oxygen sensor into the
wastewater and measure it. I don’t imagine myself using that equipment if I were
in another high school, so it makes a difference.
Observations conducted at two different school sites in Costa Rica reinforced the
notion that NSTF participation has promoted the use of PBL strategies and technology
within the classrooms. Observations at Centro de Educación Salesiana Don Bosco in
San Jose and CCSC provided further evidence that PBL and technology are used as a
result of NSTF participation. In Don Bosco, for example, there was a focus on PBL
style, inquiry-based activities embedded in the curriculum. Students use Intel-provided
equipment to investigate uses for equipment, such as reprogramming the equipment
and/or finding new uses for it. Moreover, computer labs were available to students in
the school, and students were observed using them to create computer models of designs
and programming activities.
Use of PBL and technology was also observed at CCSC. Students in San Carlos
are expected to conduct a 2-year scientific study. Students plan the study the 1st year
CREATING 21ST-CENTURY READY STUDENTS IN COSTA RICA 107
and use the 2nd year to obtain their data. For this reason, San Carlos students are seen
using PBL strategies throughout their day. For example, students in a physics lab were
observed using gliders to investigate friction and linear forces. Students in the class-
room explained that this was the laboratory portion of the class and that they were using
the lab to study for the final exam. In addition, students in a math class were observed
using computers in a computer lab to plot data for their projects. The school principal,
Jarco Juarez, gave researchers a tour of the school’s lab facilities. Classroom labs
within this school have lab counters equipped with sinks and gas outlets. Although very
limited, the school has a storage room with chemicals intended for labs and PBL activi-
ties. Moreover, the students within the school are allowed to use the university’s pri-
mary labs, where scientist and college students conduct their experiments. Students are
allowed to use this primary lab under the supervision of their mentor scientist-teacher.
In summary, the triangulation of surveys, interviews, and observations has pro-
vided evidence that the use of PBL and technology have been promoted due to participa-
tion in the NSTF. Most compelling were the observations at the two schools, which
demonstrated that PBL strategies are being used within the classroom. In addition,
interview data provided evidence that PBL strategies are being implemented as a result
of the nationally mandated NSTF.
NSTF has changed classroom instruction but not the curriculum. Survey,
interview, and observation data demonstrated that the implementation of the NSTF ini-
tiative has changed classroom instruction but did not change the curricular expectations
of the country’s schools. This point of reference was expressed within responses ob-
tained from survey data from students and teachers-administrators and from interview
CREATING 21ST-CENTURY READY STUDENTS IN COSTA RICA 108
data collected from Costa Rican business leaders, educational leaders, government
leaders, students, and teachers.
Data obtained through surveys expressed Costa Rican stakeholders’ perception
that the NSTF initiative has changed the instruction in the classroom but did not change
the curriculum being taught. In regard to the impact of the NSTF on instruction, 71.1%
of teachers and administrators strongly agreed or agreed that the NSTF has positively
impacted science instruction (see Figure 3). On the other hand, only 60.0% of teachers
and administrators strongly agreed or agreed that the NSTF has positively impacted the
science curriculum (see Figure 3). This sentiment was also echoed by the teachers and
administrators in that only 53.3% felt that schools are preparing students well for the
NSTF (see Figure 3).
Interview data from Costa Rican stakeholders provided further evidence that
classroom instruction has changed due to policy. Business partner, Dr Chang-Diaz,
expressed this view by comparing what education in Costa Rica looked like when he
was a student to what he sees in the classroom today. During his personal interview in
July 2014, he was asked if he had seen a change in classroom instruction:
I guess I have to say yes. I mean there is a slight change from the time I went to
school, which is back in the middle ages, a long time ago. Their teaching was
very dictated, very memorization. Learn this and answer these questions and then
you’ll define. Whereas now, I think that there is a perceived emphasis on hands
on, on experimentation, learning sort of from practice, from making mistakes. I
do see that. It’s not as much as I would like it to be, but I think it is slowly taking
some root.
CREATING 21ST-CENTURY READY STUDENTS IN COSTA RICA 109
Another business leader, Mary-Helen Bialas, was asked if the NSTF decree had
an effect on curriculum:
Not the national science fair, not in that sense. It is still . . . the National Science
and Technology fair, which is the one that is supported by the decree and the law,
. . . to me, has not impacted the curriculum at this point yet. That’s the next step.
What it has impacted is the teachers’ teaching practices, or the schools’ organiza-
tional practices, to get it done.
Principal Marco Juarez added that “although there is minimal support by the state to
provide basic resources to science research, there are professors and teachers committed
to doing such activities.”
In regard to curriculum changes as a result of policy, the sentiment was that the
curriculum has not changed. Sonia Escalante, current Costa Rican MEP, expressed that
the curriculum must change to in order to fully take advantage of STEM education.
Mrs. Escalante reminded the researchers that the mandate to participate in NSTF did not
change the curriculum. In fact, the mandate requires all students to participate in the
NSTF but did not require curricular changes as to what teachers are required to teach.
The shift in instruction has been as a result of teachers within the school who have
begun to promote PBL teaching strategies to prepare their students, but there has not
been a change in the curriculum.
Chemistry teacher Johanna Villalobos also expressed her opinion that classroom
instruction has changed over the years. She reminded researchers that
yes [instruction has changed], because we had to be prepared before starting the
research. Its answer is to, especially in this scientific school, within the scientific
CREATING 21ST-CENTURY READY STUDENTS IN COSTA RICA 110
school, this school advocates to research. And so, the way of teaching is always
how to generate knowledge, maintaining the scientific method.
Students such as Isaac Araya expressed that experiences in the classroom have
changed over the years with a major focus on inquiry and research. During his personal
interview in June 2014, Isaac expressed that
the high school I was at has a change in the way they teach. They teach you as if
you were in college. They raise the bar—you need to learn faster and do more, so
that’s the first thing. Second is you need to do a lot of research. Every science
. . . how do you say that? Like math, chemistry, biology, biochemistry, every
class required you to do a research, so you needed to present a paper at the end of
the semester for each of them. At the end you were exercising yourself to do it
for the science fair, and I think some of the projects even came out of that re-
search. I know there are a lot of projects from my high school coming from the
biotechnology class where they reproduce X or Y kind of plants.
Observations conducted also provided further evidence that classroom instruction
has shifted. Students at CCSC were observed working in groups to conduct research
studies. They were also observed using inquiry methods to study for their final exams in
a physics lab. Professors at San Carlos have emphasized the use of new instructional
strategies, such as inquiry labs, to better prepare students for research studies.
A closer look at curriculum practices within the school showed that the school
itself has implemented a research class to better prepare their students. This class is
unique to the technical schools in Costa Rica, but was not mandated by the MEP. The
research class was implemented as a vehicle to better prepare students for scientific
CREATING 21ST-CENTURY READY STUDENTS IN COSTA RICA 111
research. This course is taken by all 1st-year students and is used to promote scientific
research. Students are expected to have a full science research project that will serve as
the basis for their NSTF project by the end of the class.
In summary, the triangulation of surveys and interviews provided strong evidence
that instructional practices within Costa Rican classrooms have changed due to the
implementation of the nationally mandated NSTF. Although the instructional practices
have changed to mirror PBL strategies, the curriculum itself has not changed. Educa-
tional leaders, for example, expressed that the NSTF has mandated participation in the
competitions but did not implement curricular changes within the schools. As a result,
teachers have changed their instruction to implement inquiry strategies such as PBL in
an effort to prepare their students for the NSTF competitions.
Discussion: RQ 2. Data obtained through surveys, interviews, and observations
suggested that implementation of the NSTF mandate has resulted in the promotion of
PBL strategies in Costa Rican classrooms. Business leaders, government officials,
school site personnel, and students agreed that PBL and the use of technology are
important in promoting science education. As a result, PBL strategies and the use of
technology were observed in the Costa Rican classrooms.
The nationally mandated NSTF has been credited with changing instruction in the
classroom. A push for inquiry-based instruction was observed throughout the Costa
Rican educational system. Although very limited instructional resources are available
teachers, schools continue to promote scientific inquiry, research, and PBL strategies.
Finally, the data reflected that the nationally mandated NSTF has not changed classroom
CREATING 21ST-CENTURY READY STUDENTS IN COSTA RICA 112
curriculum and that teachers continue to teach a curriculum that does not have scientific
research as a focus.
The data analysis revealed two themes. First, the implementation of the NSTF
has promoted the use of PBL and technology in the classroom. Second, the implementa-
tion of the NSTF has changed classroom instruction but not the curriculum. These
themes represented the finding that the NSTF initiative has promoted PBL strategies in
the classroom, thus promoting 21st-century skills such as inquiry, collaboration, and
critical thinking.
RQ 3
RQ 3 asked, “How has the NSTF policy changed the value for STEM education
for students, teachers, and educational leaders?”
The purpose of RQ 3 was to determine whether the NSTF policy has resulted in
an increased value of STEM education as perceived by students, teachers, and educa-
tional leaders. Globalization has prompted policymakers and researchers in Costa Rica
to find ways and create policies that will increase the number of students pursuing
STEM-related majors in an effort to keep the country economically competitive (Sahin,
2013). The Costa Rican government implemented the NSTF policy in the mid-1980s to
promote science education and inquiry (Alfaro-Varela & Villegas, 2010). According to
CINDE (2012), the NSTF program has become a source of national pride, as it provides
a platform for the young, innovative talent of the country to be showcased internation-
ally.
Research has demonstrated that, when properly implemented, science fair compe-
titions have a positive impact on student learning and STEM education (Abernathy &
CREATING 21ST-CENTURY READY STUDENTS IN COSTA RICA 113
Vineyard, 2001; Sahin, 2013). One major finding suggested that students who were
exposed to multiple years of science fair project competition had a higher rate of choos-
ing a STEM major in college (Abernathy & Vineyard, 2001; Sahin, 2013). Maltese and
Tai (2010) found that students who were engaged in informal science educational activ-
ities early in their education had an increased interest in STEM education. Science fair
projects, when properly led by a mentor teacher, can promote one of the collaborative
study groups that further enhance 21st-century learning (Sahin, 2013). Science fairs
have been found to develop 21st-century skills by encouraging students to build commu-
nication skills, utilize critical thinking skills, and apply the scientific method and design
to solve problems (Abernathy & Vineyard, 2001). Students who spend more time on
science and/or math homework and inquiry have positive attitudes toward the subjects
and demonstrate increased achievement in STEM courses (Singh et al., 2002). Students
who are interested in STEM education have a better chance at obtaining 21st-century
skills due to the pedagogical strategies built into the curriculum that promote 21st-
century skills.
The data analysis revealed one theme—namely, that participation in the NSTF
has increased the value of STEM education for students, teachers, and educational
leaders.
NSTF participation has increased the value of STEM education. Survey,
interview, and observation data demonstrate that participation in the nationally man-
dated NSTF has increased the value of stem education among Costa Rican stakeholders.
Supportive data were obtained from Costa Rican business leaders, educational leaders,
government leaders, students, and teachers.
CREATING 21ST-CENTURY READY STUDENTS IN COSTA RICA 114
Survey data obtained from 237 students and 45 teachers-administrators were used
to support the findings. Survey data, as shown in Figures 5 and 6, demonstrated that
students, teachers, and educational leaders correlate the implementation of the NSTF
with an increased value in STEM education. In regard to the benefit of NSTF participa-
tion, 93.3% of teachers strongly agreed or agreed that students benefit from participating
in the NSTF (see Figure 5, Survey Question 16). In regard to the influence of participat-
ing in the NSTF, 80% of teachers and administrators strongly agreed or agreed that
students who participate in science and technology fairs show an increased interest in
studying STEM-related fields in college (see Figure 5, Survey Question 20). Survey
data further supported Sahin’s (2013) research that students who were exposed to
multiple years of science fair project competition had a higher rate of choosing a STEM
major in college.
Survey results also showed that 71.1% of teachers and administrators strongly
agreed or agreed that educational leaders have shown increased awareness and support
for STEM education as a result of the NSTF initiative (see Figure 5, Survey Question
22). Student survey data also supported the value associated with STEM education,
wherein 94.9% of students strongly agreed or agreed that STEM education and the
NSTF are important to the future of Costa Rica (see Figure 6, Survey Question 14).
Interview data suggested that participation in the NSTF has increased the value of
STEM education for all stakeholders. Business leaders such as Dr. Jose Castro Nieto,
Chief Scientist at Ad Astra Rocket Company’s Costa Rican headquarters, provided the
following insight when asked if the value of STEM education has shifted within Costa
Rica:
CREATING 21ST-CENTURY READY STUDENTS IN COSTA RICA 115
Figure 5. Percentages representing beliefs of Costa Rican teachers and administrators
regarding Research Question (RQ) 3. N = 45.
Figure 6. Percentages representing beliefs of Costa Rican students regarding Research
Question (RQ) 3. N = 237.
CREATING 21ST-CENTURY READY STUDENTS IN COSTA RICA 116
I think yes. I think . . . it has had a strong effect. The country has moved from
agriculture to a very diversified portfolio of technology—technology based. I
think that that has been fueled in part by an emphasis in technology and technol-
ogy fairs, hands-on education in sciences.
Another business partner, Mrs. Mary-Helen Bialas, spoke on the effect on teachers:
What I’ve seen is extremely positive results with all the teachers that participate.
It doesn’t matter what level they’re participating in. They can participate in a
level of the organization of the fair. It’s very stimulating, and it’s an activity that
brings in the community, and the people are very proud of.
Government officials provided further insight into the influence of the NSTF
initiative on the perceptual value of STEM education. Alicia Fonseca, National Director
of Technical Education in the Costa Rican Ministry of Public Education, has seen an
increase in the value of STEM education as a result of participating in the NSTF:
I feel that they are more interested now in continuing to study. Before, they had
not thought about it, but when they went to a fair and saw that from a school over
there students came and perhaps those from here in San José. And those who live
so far away and they come to, for example, a national fair bringing their projects,
and they come to these companies, and we have judges, and you see that the
students are more interested in studying. I believe that participation in the
projects, making and constructing projects, they realize the necessity of that.
That they have to study. I have a niece who was in a science school, and she went
to a technical school in engineering and materials. In the 1st year, last year, and
now this year she says, “No, I need to study physics and math, too.” So she
CREATING 21ST-CENTURY READY STUDENTS IN COSTA RICA 117
registered in the [Intel] ISEF and she is in technology school and she is in the
ISEF and she is going to study physics and math, and she is studying both majors.
Because she believes that she needs physics and math. So I feel that students
begin to realize as they study and begin to realize that they need the others.
Interviews with other government employees and school-site personnel also dem-
onstrated that there has been a shift in the value placed on STEM education. For exam-
ple, Nathalie Valencia understood the value of STEM education because “there is a
great necessity to have more scientists and engineers to increase the country and zone
development.” San Carlos teacher, Wayner Montero, expressed his support for the need
of STEM education: “STEM teaching is very important for the development of our
countries. This motivates the students to pursue careers oriented toward engineering.
This improves the chances of development at the country level.” Marco Juarez, princi-
pal of CCSC, also saw the value of STEM education as it translates to better students:
Well, definitely develop different skills in students in what is science, right,
technology, math, currently is very important because it allows them to have
many tools to ensure success not only academically but also practical of the dif-
ferent contributions that today the world needs. The science and technology edu-
cation in Costa Rica is extremely important because it responds to a development
that the government has chosen that is precisely to enhance science and technol-
ogy to add value to many of the raw materials and products that are produced in
Costa Rica. So it’s really very positive the changes that the whole education
project, science, technology, math comes to transform mentalities of many pro-
fessors and principals from different schools because it’s looking nationwide
CREATING 21ST-CENTURY READY STUDENTS IN COSTA RICA 118
projection. It seeks international projection and, besides, we all win experience
because the process teaching-learning remains, and that is very important.
Participation in the NSTF promoted the value of STEM education with students
as well. When Alberto Paniagua was asked how the NSTF changed his view of STEM
education, he responded:
My initial field was mathematics, and research gave it a different focus, and from
there everything that falls on my hands I want to read it, learn about it; I like to
talk to people in different fields so I can know a little bit about every field. Each
field is a whole world, and in each field there is new research; at this moment
there are technological developments being done that we can’t even imagine, and
only when you talk with professionals in different fields is how you can find.
Alberto continued:
Actually, to this day, I hope to work in research someday. I want to work in the
practical part a while because the practical is more necessary for an engineer. An
engineer learns that in a company or on the field. But I would like to develop
something, and you can do that in research, not outside.
The observations conducted provided further evidence of the changing percep-
tions of STEM education. Observations conducted at CCSC provided further evidence
that STEM education is important to Costa Ricans. Teachers were very passionate
about using STEM courses as a mode to teach critical thinking skills that will benefit
students throughout their lives. Students expressed that the collaboration, scientific
inquiry, and STEM subjects had promoted their desire to pursue a STEM major. Even
students who might not pursue a STEM field in college expressed their understanding
CREATING 21ST-CENTURY READY STUDENTS IN COSTA RICA 119
that the critical thinking skills developed through STEM education will benefit them
regardless of their field of study. Through informal conversations during the school
visit, students expressed that STEM education was key to making a better country and
that they wanted to be part of making Costa Rica succeed.
In summary, the triangulation of surveys, interviews, and observations provided
evidence that participation in the NSTF has increased the value of STEM education for
all Costa Rican stakeholders.
Discussion: RQ 3. The nationally mandated NSTF has been credited with
promoting the value of STEM education as the means to make Costa Rica a global
power in the knowledge-based economy. The data obtained reflected a systematic
opinion that the NSTF has been a successful initiative in promoting STEM education.
Teachers and principals agreed that there are some individuals who may not see the
value, but the exposure to STEM initiatives has shifted the perception of STEM educa-
tion. Finally, Costa Ricans, specifically students, felt that it is their duty to help their
country thrive.
Chapter Summary
Data analysis included a review of the literature; student and school site person-
nel surveys; interviews with business leaders, government leaders, school site personnel,
and students; and observations at two Costa Rican high schools. The data were ana-
lyzed and aligned with the following three frameworks: The work of Wagner (2008) was
used as the framework for understanding the promotion of 21st-century skills in Costa
Rican schools. The work of Slough and Milam (2013) acted as the framework for
CREATING 21ST-CENTURY READY STUDENTS IN COSTA RICA 120
understanding STEM education and PBL. The work of Spring (2008) provided the
framework for understanding globalization, FDI, and their influence on education.
Data analysis for RQ 1 demonstrated two themes. First, there is a strong influ-
ence of policy and MNCs on STEM education practices and NSTF participation.
Second, Costa Ricans felt that the economic growth of Costa Rica is positively related to
STEM education. Both themes align with the framework of Spring (2008) as they
pertain to the role of globalization, FDI, and their influence on educational reform. The
findings supported the notion that globalization, through MNCs, has shifted the focus of
education in Costa Rica as a means to supply the human capital needed to sustain the
country in a globalized, knowledge-based economy.
RQ 2 also brought out two themes. First, the implementation of the NSTF has
promoted the use of PBL and technology in the classroom. Second, the implementation
of the NSTF has changed classroom instruction but not the curriculum. The data anal-
ysis aligned with the concept of STEM education and PBL as described by Slough and
Milam (2013). Data analysis also provided evidence that the Costa Rican educational
system is promoting STEM education as a means to compete within a globalized econ-
omy and to ensure that the country thrives economically.
RQ 3 provided one major theme: that participation in the NSTF has increased the
value of STEM education for students, teachers, and educational leaders. The data
findings align with Wagner’s (2008) framework as it pertains to the promotion of 21st-
century skills. The data demonstrated that Costa Rican stakeholders understand the
importance of STEM education as the vehicle to promote 21st-century skills and to
create knowledge-based workforce.
CREATING 21ST-CENTURY READY STUDENTS IN COSTA RICA 121
CHAPTER FIVE: DISCUSSION
This study explored the economic impact of globalization in Costa Rica, the role
that globalization played in educational reform and initiatives, and the policies that
Costa Rica has implemented to adapt to a globalized world—specifically, the mandated
NSTF initiative. The synergistic relationship between the Costa Rican government and
MNCs such as Intel have resulted in a coordinated effort to produce 21st-century work-
ers who will supply the human capital to sustain MNCs within Costa Rica. The Costa
Rican government, through its MEP, has promoted student learning through support
from MNCs and government-led initiatives specifically designed to promote STEM
education (CINDE, 2012). The aim of this study was to examine the effects and success
of national educational policy implemented to produce 21st-century ready students and
to learn from these reform strategies in an effort to replicate successful practices
throughout the world.
The work of Wagner (2008) was used as the framework for understanding the
promotion of 21st-century skills in Costa Rican schools. Wagner (2012) described
21st-century skills as a blend of content knowledge, specific skills, expertise, and
literacies. Wagner (2012) also emphasized that 21st-century skills are the driving force
of a globalized economy. Wagner (2008) stressed seven survival skills that 21st-century
students need to attain to be competitive in a global knowledge economy: (a) critical
thinking and problem solving, (b) collaboration and leadership, (c) agility and adaptabil-
ity, (d) initiative and entrepreneurialism, (e) oral and written communication, (f) access-
ing and analyzing information, and (g) curiosity and imagination. Students are much
CREATING 21ST-CENTURY READY STUDENTS IN COSTA RICA 122
more prepared to thrive in the new global knowledge economy when schools and educa-
tional policy promote these 21st-century skills (Wagner, 2008).
The work of Slough and Milam (2013) acted as the framework for understanding
STEM education and PBL. PBL uses a problem statement that guides students to
explore the research topic while integrating engineering design principles with the exist-
ing curriculum to promote critical thinking skills. PBL often results in the emergence of
various learning outcomes in addition to the ones that were anticipated. The learning is
dynamic as students use various processes and methods to explore the project. STEM-
PBL provides real-world connections and association by promoting students’ develop-
ment of a personal connection to the project and fosters buy-in for solving the individual
problems presented in the project.
The work of Spring (2008) provided the framework for understanding globaliza-
tion, FDI, and their influence on education. Spring suggested that globalization of edu-
cation refers to the worldwide discussion, processes, and institutions affecting local
educational policies and practices. He advised that events occurring on a global scale
are affecting school systems in nations around the world and suggested an image of
global educational policies and practices existing in a superstructure above national and
local schools. These systems are all in constant dynamic interaction; global ideas about
school practices interact with local school systems while, through mutual interaction,
both global and local policies are changed.
The purpose of this study was to examine the influence that globalization, FDI
(specifically by Intel), and the responsibility of MNCs have had on the curriculum and
pedagogy in Costa Rican schools. The relationship between STEM education and Costa
CREATING 21ST-CENTURY READY STUDENTS IN COSTA RICA 123
Rican economic growth was studied. This study also examined how the mandated
NSTF influences the use of PBL to build human capital and prepare students for 21st-
century jobs, particularly in the STEM fields. The following RQs were developed:
1. To what extent do teachers implementing STEM curriculum trace their
practices back to the influence of policy, globalization, and MNCs? To what extent do
people in Costa Rica believe the economic growth of Costa Rica and STEM education
are related?
2. How has mandating the NSTF participation influenced implementation of
21st-century skills through the use of PBL and the use of technology by teachers across
all curricular areas? How has it impacted curriculum and instruction?
3. How has the NSTF policy changed the value for STEM education for stu-
dents, teachers, and educational leaders?
In conducting a research study, six clear steps have been identified by Creswell
(2009): (a) identification of a research problem, (b) review of the current literature, (c)
having a purpose for research, (d) the collection of data, (e) analysis of the data, and (f)
reporting the evaluation of the research. The present study was constructed around these
six steps. The methodology employed for this study was a multimethod, qualitative
approach. Interview, survey, and observation protocols were created with the under-
standing that research questions would be best answered by collecting firsthand infor-
mation from Costa Rica’s political leaders, policymakers, Intel corporate leaders, school
leaders, teachers, and students. The obtained qualitative data provided a platform for
understanding the role of Intel in promoting STEM education through government
policy in Costa Rica. The qualitative data also provided information on the impact that
CREATING 21ST-CENTURY READY STUDENTS IN COSTA RICA 124
national STEM policy has had on curriculum and pedagogy in the classrooms, specifi-
cally the nationally mandated NSTF policy. The qualitative data provided rich informa-
tion that allowed the researcher to understand the impact on student learning and the
development of 21st-century skills (Maxwell, 2005; Merriam, 2009). The qualitative
approach allowed participants to share their reality, as constructed by their experiences
and leadership skills.
The dissertation was divided into five chapters. Chapter 1 provided an overview
of the study, which included the purpose and significance of the study. Chapter 1 also
provided pertinent terminology pertaining to MNCs, globalization, STEM education,
and the country of Costa Rica. Chapter 2 provided a detailed and thorough review of the
literature pertaining to globalization, MNCs, 21st-century skills, PBL, and a historical
review of the Costa Rican educational system and economic growth over time. The
impact of globalization on the Costa Rican educational system was reviewed in detail.
Chapter 3 provided the study’s research methodology as well as an explanation of
the sample, population, and instrumentation used in the study. Chapter 4 presented the
data gathered during the study, including a detailed description of the themes found
within the data. Chapter 5 presents a summary of the study, which includes a conclu-
sion, implications for practice, and opportunities for future research.
Discussion of Findings
The analysis of the data obtained through surveys, interviews, observation, and
the literature review resulted in five main themes:
1. There is a strong influence of policy and MNCs on STEM education practices
and in NSTF participation.
CREATING 21ST-CENTURY READY STUDENTS IN COSTA RICA 125
2. Costa Ricans believe that the economic growth of Costa Rica is positively
related to STEM education.
3. The implementation of the NSTFs has promoted the use of PBL and technol-
ogy in the classroom.
4. The implementation of the NSTF has changed classroom instruction but not
the curriculum.
5. Participation in the NSTF has increased the value of STEM education for
students, teachers, and educational leaders.
RQ 1
The survey, interview, and observational data demonstrated that there is a strong
influence of policy and MNCs on STEM education practices and NSTF participation.
Costa Rican stakeholders such as business partners, government officials, school lead-
ers, teachers, and students demonstrated this belief through their survey and/or interview
responses. These data supported Spring’s (2008) framework that globalizations affects
the educational system of host countries as they try to compete in a global economy. In
Costa Rica, the government has implemented educational policy such as the mandated
NSTF as a result of the influence of MNCs. The economic shift in the economy of
Costa Rica from an agriculturally based economy to a knowledge-based, technology
economy has resulted in the promotion of STEM education as a means to keep the
economic and social progress of the country going. The executed policies and partner-
ships with MNCs such as Intel have resulted in the implementation of STEM practices
within the Costa Rican public school system as observed in the schools used in the
study. In addition, the data suggested that the promotion of STEM practices has
CREATING 21ST-CENTURY READY STUDENTS IN COSTA RICA 126
stimulated participation in the NSTFs, thus further promoting a knowledge-based work-
force within the country.
Survey and interview data from a variety of stakeholders also demonstrated that
Costa Ricans felt that the economic growth of Costa Rica is positively related to STEM
education. Costa Rican stakeholders expressed their belief that STEM education, as
promoted by the NSTF initiative, will benefit the country’s competitiveness in the
current globalized economy. Costa Ricans’ belief that STEM education is key to the
country’s economic growth mirrors Spring’s (2008) framework that STEM education is
an important aspect to promote economic growth in the current global economy. Stake-
holders felt that it is essential for the country to produce STEM ready workers to supply
the high-tech MNCs such as Intel that currently operate within Costa Rican with the
human capital to promote economic growth in the country.
In summary, the data supported the notion that Costa Rican policy to promote
STEM education, such as the nationally mandated NSTF initiative, has been successful
in encouraging the study of STEM fields by students in an effort to improve the human
capital needed for current and future business partners. In addition, the country’s efforts
have educated its citizens on the importance of STEM education as the vehicle to
promote economic growth within Costa Rica.
RQ 2
Data obtained through surveys, interviews, and observations suggested that
implementation of the NSTF mandate has resulted in the promotion of PBL strategies in
Costa Rican classrooms. Business leaders, government officials, school site personnel,
and students agreed that PBL and the use of technology are important in promoting
CREATING 21ST-CENTURY READY STUDENTS IN COSTA RICA 127
science education. In turn, PBL strategies and the use of technology were observed in
the Costa Rican classrooms.
The Costa Rican government’s main purpose in implementing the NSTF is to
promote STEM education in an effort to develop a workforce ready for the jobs of the
21st-century and beyond. This strategy is supported by Wagner’s (2008) research that
emphasizes that the K–12 curriculum and pedagogy must stress the skills that will
prepare students for the 21st-century economy, promote innovation, and create a work-
force that can prosper within a globalized economy. The nationally mandated NSTF has
been credited with changing instruction in the classroom. A push for inquiry-based
instruction was observed throughout the Costa Rican educational system. Although
very limited instructional resources are available, teachers and schools continue to
promote scientific inquiry, research, and PBL strategies. This notion aligns with Slough
and Milam’s (2013) framework, which suggests that PBL promotes 21st-century skills
such as problem solving and collaboration.
Finally, the data reflected that the nationally mandated NSTF has not changed
classroom curriculum and that teachers continue to teach curriculum that does not have
scientific research as a focus. Interview data showed that teachers with a passion for
PBL and scientific inquiry have developed ways to implement inquiry-based lessons
within the curriculum but these are not part of the nationally mandated curriculum. One
of the subject schools has even implemented its own research course within its curricu-
lum as an additional course that every student must take. The research course offered in
this school is part of the graduation requirements, but it is a site-based curriculum that is
not mandated by the national government.
CREATING 21ST-CENTURY READY STUDENTS IN COSTA RICA 128
RQ 3
Data obtained through surveys, interviews, and observations demonstrate partici-
pation in the NSTF has increased the value of STEM education for all Costa Rican
stakeholders. Research shows that one of the most effective ways to promote 21st-
century skills is through science education (Wagner, 2008). Survey and observational
data suggested that the Costa Rican classrooms use PBL as a means to teach 21st-
century skills through science education. Research has shown that PBL promotes 21st-
century skills such as problem solving and collaboration and has been found to be an
effective motivator of students to learn and explore (Bender, 2012).
Analysis of the data suggested that the nationally mandated NSTF has been
credited with promoting the value of STEM education as the means to make Costa Rica
a global power in the knowledge-based economy. The results from the data analysis
also supported Spring’s (2008) framework that STEM education is an important aspect
to promote economic growth in the current global economy. The data obtained reflected
a systematic belief that the NSTF has been a successful initiative in promoting STEM
education. Teachers and principals agreed that there are some individuals who may not
see the value, but the exposure to STEM initiatives has shifted the perception of STEM
education. Finally, Costa Ricans, specifically students, felt that it is their duty to help
their country thrive.
Implications for Practice
Analysis of the data validated the positive impact that globalization, through
MNCs, has had on the economic and educational development of Costa Rica. The study
provided evidence that Costa Rica has embraced globalization by strategically
CREATING 21ST-CENTURY READY STUDENTS IN COSTA RICA 129
implementing national policy to attract and retain MNC. One of these strategies has
been to promote STEM education within its public schools as a means to develop a
knowledge-ready workforce that will supply workers with the 21st-century skills needed
to further promote economic growth in Costa Rica. The skills promoted within the
Costa Rican schools align with Wagner’s (2008) seven survival skills that 21st-century
students need to attain to be competitive in a global knowledge economy: (a) critical
thinking and problem solving, (b) collaboration and leadership, (c) agility and adaptabil-
ity, (d) initiative and entrepreneurialism, (e) oral and written communication, (f) access-
ing and analyzing information, and (g) curiosity and imagination.
This study provided evidence that collaboration between the Costa Rican govern-
ment and MNCs such as Intel have been key in promoting STEM education within the
country. For example, Intel’s sponsorship of teacher professional development initia-
tives, the NSTFs, and equipment donations have been keys in changing instructional
practices within the Costa Rican education system.
A major step that still must take place in the Costa Rican educational system is to
include scientific inquiry and research within the national curriculum. Currently, teach-
ers have taken the initiative to embed these strategies and activities within the nationally
mandated curriculum; however, implementation is not consistent and not all teachers are
implementing these strategies in their classrooms. The data analysis found that some
teachers were very successful in promoting scientific research and inquiry. For exam-
ple, every school where observations were conducted had at least one teacher whom
most students credited as having the greatest impact in their scientific learning. Includ-
ing scientific research and inquiry within the national curriculum will further promote
CREATING 21ST-CENTURY READY STUDENTS IN COSTA RICA 130
STEM education in every school and every classroom, thus creating a well-aligned
education system that will promote 21st-century skills and economic growth.
Future Research
One suggestion for future research is to investigate the curriculum, pedagogy, and
instructional practices of teachers who have successfully promoted STEM education
through scientific research and inquiry. Understanding the key curricular, pedagogical,
and instructional practices implemented by these successful teachers can guide national
policymakers on how to best implement national initiatives that will promote scientific
research and inquiry.
Future research can also be conducted to identify specific traits that successful
teachers have and how or where they developed these traits. For example, successful
teachers may have a specific educational background and/or training that has had a
positive impact on their lives and their instructional abilities. The goal of this study
would be to give educational policymakers and MNCs within the country some guid-
ance as to what programs or initiatives to implement.
Finally, this study can be replicated within another developing country. The
objective would be to identify best practices in regard to effective development of 21st-
century skills within the school system through STEM education. Once these best
practices are identified, then countries and MNCs can have open dialogue to further
develop their educational initiatives.
Conclusions
Costa Rica has become a living case study of globalization. The country has
implemented strategies to further develop its economy and has embraced the changes
CREATING 21ST-CENTURY READY STUDENTS IN COSTA RICA 131
brought about by the current globalized economy. The findings of this study suggested
that the implementation of strategic national educational policy and partnerships with
MNCs have resulted in an educational system that is promoting 21st-century skills
through STEM education. In addition, the findings indicated that the systematic imple-
mentation of strategies, such as the mandated NSTFs, are a result of the country’s quest
for a knowledge-based workforce that will promote economic growth and diversifica-
tion within the country.
CREATING 21ST-CENTURY READY STUDENTS IN COSTA RICA 132
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Appendix A
Recruitment/Consent Letter (English and Spanish)
Dear XXX,
On June 16, 2014, a group of 14 doctoral students from the University of Southern
California Rossier School of Education will be traveling to Costa Rica as part of a
research team lead by Dr. Michael Escalante and Dr. Oryla Wiedoeft. The purpose of
our research is to understand the effects of globalization and multinational corporations
on the schools of Costa Rica. Specifically, we are interested in science, technology,
engineering and math (STEM) education and the country’s national science and technol-
ogy fair as a means of producing knowledge ready workers for 21st century jobs.
As part of our study, the following questions will guide our research:
1. To what extent do teachers implementing STEM curriculum trace their
practices back to the influence of policy, globalization, and multinational
corporations? To what extent is the economic growth of Costa Rica and
STEM education related?
2. How has mandating the national science and technology fair participation
influenced implementation of 21st-century skills through the use of
project-based learning and use of technology by teachers across all curricu-
lar areas? How has it impacted curriculum and instruction?
3. How has the national science and technology fair policy changed the value
for STEM education for students, teachers, and educational leaders?

We would appreciate an opportunity to speak with you, other members of the Ministry
of Education, and educational leaders at district and school site levels. It is our goal to
conduct surveys, interviews, and observations to gather the data necessary to answer our
research questions. Your input will be invaluable to our study.
Thank you for considering our request. We are available to meet with you any time
between June 16th and June 23rd. Please feel free to contact any member of our study
team if you have any questions.
Sincerely,
USC Doctoral Students
CREATING 21ST-CENTURY READY STUDENTS IN COSTA RICA 138
Estimado(a) XXX,
Por este medio me permito presentar a nuestro grupo de 14 estudiantes de Doctorado en
Educación de la escuela Rossier, de la Universidad del Sur de California, conocida
como USC. Nosotros integramos un grupo de estudio, bajo la dirección de los Dr.
Michael Escalante y Dra. Oryla Wiedoeft, que viajará a Costa Rica el día 13 de junio,
con el propósito de investigar los efectos de la globalización e inversiones decorpora-
ciones multinacionales en el sistema educativo de Costa Rica. La razón de la investi-
gación, presta atención a las siguientes materias académicas: ciencia, tecnología, ingeni-
ería, y matemáticas (materias conocidas como STEM en inglés) de igual interés, nuestro
estudio es el programa de Ferias Nacionales de Ciencia y Tecnología, el cual es utilizado
como un vehículo para promover una fuerza laboral capacitada con el conocimiento y
destrezas necesarias para los empleos del siglo 21.
Las siguientes preguntas nos guiarán en la investigación:
1. ¿En qué medida docentes que implementan el currículo STEM pueden
trazar sus prácticas de enseñanza en la influencia de corporacionesmulti-
nacionales, globalización, y política nacional? ¿Hasta qué punto está
relacionado el desarrollo económico de Costa Rica con la educación basada
en STEM?
2. ¿Cuál ha sido el impacto del decreto nacional, del que se requiere la par-
ticipación de escuelas en las ferias nacionales de ciencia y tecnología, para
promover las destrezas para el siglo 21, a través del aprendizaje basado en
proyectos y el uso de la tecnología por los docentes, sin importar el área de
estudio? ¿Cuál ha sido el impacto en el currículo y la enseñanza?
3. ¿Cuánto ha cambiado el valor de la educación STEM para los estudiantes,
docentes, y lideres educativos basado en la política nacional de las ferias
nacionales de ciencia y tecnología?
Como parte de la investigación, nos gustaría tener la oportunidad de entrevistar a
miembros del ministerio de educación, y/o líderes en el área de la educación a nivel
regional, local, y/o a nivel de planteles educativos. El propósito de nuestra visita será
recopilar valiosa información a través de encuestas, observaciones y entrevistas; dicha
información será de insumo en la investigación.
De ante mano, le extendemos nuestro mas sincero agradecimiento por considerar
nuestra propuesta. Estaremos a su disposición para una reunión entre las fechas de junio
16 a junio 23. Para cualquier pregunta o inquietud, usted puede contactar a cualquier
miembro de nuestro grupo investigativo.
Atentamente,
Los estudiantes de doctorado
Universidad de el Sur de California (USC)
CREATING 21ST-CENTURY READY STUDENTS IN COSTA RICA 139
Appendix B
Policy/Government Agency Interview Protocol: English and Spanish
Interviewer: _______________________________ Date:
Interviewee: _______________________________ Location:
Job Title: __________________________ Contact Information:
Length in your position: _______________________
Start Time: _______________________________ End Time:
Introduction:
[Introduce yourself and your affiliation.]
During this conversation, we are hoping to learn more about [insert affiliation] and your
experiences with regard to the changes in the education system in Costa Rica. This
study’s ultimate goal is to better understand how schools are helping students develop
21st-century skills, particularly in the fields of science, technology, engineering, and
math (STEM).
Your comments will be anonymous, if requested. Would you like to remain anony-
mous? We would like to record this interview in order to ensure the accuracy of our
conversation. Do we have your consent?
This interview will be approximately 60 minutes. Do you have any questions before we
begin?
I. National Science and Technology Fair Policy and Science, Technology, Engi-
neering, and Math (STEM)
1. What is your opinion on the importance of science, technology, engineering,
and math education?
2. What effect have you observed on students/teachers/educational leaders who
participate in science and technology fairs?
3. Could you describe science, technology, engineering, and math-related changes
and interests that have occurred nationwide as a result of the science and tech-
nology fair policy?
4. For those students that participate in science and technology fairs, what
changes have you noticed in their interests in science, technology, engineering,
and math related fields? How about teachers? Educational leaders?
5. Has the national science and technology fair policy changed the educational
system in Costa Rica? If so, how?
CREATING 21ST-CENTURY READY STUDENTS IN COSTA RICA 140
II. Curriculum and Instruction
1. What has been your experience with the science and technology fairs?
2. How do you feel the science and technology fair has affected science instruc-
tion?
3. How do you feel the science and technology fair has affected curriculum?
4. What strategies are employed to prepare students for the science and technol-
ogy fair?
5. To what extent has the science and technology fair affected the use of Project
Based Learning (PBL)?
6. How is technology utilized to prepare students for the science and technology
fair?
7. How has the science and technology fair affected student preparedness for
post-secondary instruction?
III. Influence of Policy, Globalization, Multinational Corporations (MNCs) on
Science, Technology, Engineering, and Math (STEM) Education
1. Does the science curriculum support participation in the science and technology
fair? If so, how?
2. How have schools promoted participation in science and technology fairs?
3. How does science and technology fair participation influence participation in
science, technology, engineering, and math education?
4. Has the national science and technology fair policy created more graduates with
21st-century skills particularly those from science, technology, engineering,
and math fields?
5. What should be the role of Intel/MNCs in promoting science, technology,
engineering, and math as well as science and technology fair participation?
6. Do you believe science, technology, engineering, and math education is impor-
tant to the economic future of Costa Rica? If so, how?
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CREATING 21ST-CENTURY READY STUDENTS IN COSTA RICA 142
CREATING 21ST-CENTURY READY STUDENTS IN COSTA RICA 143
Appendix C
Business Leaders Interview Protocol: English and Spanish
Interviewer: _______________________________ Date:
Interviewee: _______________________________ Location:
Job Title: __________________________ Contact Information:
Length in your position: _______________________
Start Time: _______________________________ End Time:
Introduction:
[Introduce yourself and your affiliation.]
During this conversation, we are hoping to learn more about [insert affiliation] and your
experiences with regard to the changes in the education system in Costa Rica. This
study’s ultimate goal is to better understand how schools are helping students develop
21st-century skills, particularly in the fields of science, technology, engineering, and
math (STEM).
Your comments will be anonymous, if requested. Would you like to remain anony-
mous? We would like to record this interview in order to ensure the accuracy of our
conversation. Do we have your consent?
This interview will be approximately 60 minutes. Do you have any questions before we
begin?
I. National Science and Technology Fair Policy and Science, Technology, Engi-
neering, and Math (STEM)
1. What is your opinion on the importance of science, technology, engineering,
and math education?
2. What effect have you observed on students/teachers/educational leaders who
participate in science and technology fairs?
3. Could you describe science, technology, engineering, and math-related changes
and interests that have occurred nationwide as a result of the science and tech-
nology fair policy?
4. For those students that participate in science and technology fairs, what
changes have you noticed in their interests in science, technology, engineering,
and math education-related fields? How about teachers? Educational leaders?
5. Has the national science and technology fair policy changed the educational
system in Costa Rica? If so, how?
CREATING 21ST-CENTURY READY STUDENTS IN COSTA RICA 144
II. Curriculum and Instruction
1. What has been your experience with the science and technology fair?
2. How does the involvement in science and technology fairs affect the labor
force?
3. Has the science and technology fair affected curriculum in schools?
4. Do you think schools are preparing students adequately for the science and
technology fair?
5. To what extent has the science and technology fair affected the use of Project
Based Learning (PBL)?
6. How has technology prepared students for the science and technology fair?
7. How has the science and technology fair affected student preparedness for
post-secondary instruction?
III. Influence of Policy, Globalization, Multinational Corporations (MNCs) on
Science, Technology, Engineering, and Math (STEM) Education
1. Does the science curriculum support participation in the science and technology
fair? If so, how?
2. How have schools promoted participation in science and technology fairs?
3. How does science and technology fair participation influence participation in
science, technology, engineering, and math education?
4. Has the national science and technology fair policy created more graduates with
21st-century skills, particularly those from science, technology, engineering,
and math education fields?
5. What should be the role of Intel/MNCs in promoting science, technology,
engineering, and math as well as science and technology fair participation?
6. Do you believe science, technology, engineering, and math education is impor-
tant to the economic future of Costa Rica? If so, how?
CREATING 21ST-CENTURY READY STUDENTS IN COSTA RICA 145
CREATING 21ST-CENTURY READY STUDENTS IN COSTA RICA 146
CREATING 21ST-CENTURY READY STUDENTS IN COSTA RICA 147
Appendix D
School Leader Interview Protocol: English and Spanish
Interviewer: _______________________________ Date:
Interviewee: _______________________________ Location:
Job Title: __________________________ Contact Information:
Length in your position: _______________________
Start Time: _______________________________ End Time:
Introduction:
[Introduce yourself and your affiliation.]
During this conversation, we are hoping to learn more about [insert affiliation] and your
experiences with regard to the changes in the education system in Costa Rica. This
study’s ultimate goal is to better understand how schools are helping students develop
21st-century skills, particularly in the fields of science, technology, engineering, and
math (STEM).
Your comments will be anonymous, if requested. Would you like to remain anony-
mous? We would like to record this interview in order to ensure the accuracy of our
conversation. Do we have your consent?
This interview will be approximately 60 minutes. Do you have any questions before we
begin?
I. National Science and Technology Fair Policy and Science, Technology, Engi-
neering, and Math (STEM)
1. What is your opinion on the importance of science, technology, engineering,
and math education?
2. What effect have you observed on students/teachers/educational leaders who
participate in science and technology fairs?
3. Could you describe science, technology, engineering, and math-related changes
and interests that have occurred nationwide as a result of the science and tech-
nology fair policy?
4. For those students that participate in science and technology fairs, what
changes have you noticed in their interests in science, technology, engineering,
and math-related fields? How about teachers? Educational leaders?
5. Has the national science and technology fair policy changed the educational
system in Costa Rica? If so, how?
CREATING 21ST-CENTURY READY STUDENTS IN COSTA RICA 148
II. Curriculum and Instruction
1. What has been your experience with the science and technology fair?
2. How do you feel the science and technology fair has affected science instruc-
tion?
3. How do you feel the science and technology fair has affected curriculum?
4. What strategies are employed to prepare students for the science and technol-
ogy fair?
5. To what extent has the science and technology fair affected the use of Project
Based Learning (PBL)?
6. How is technology utilized to prepare students for the science and technology
fair?
7. How has the science and technology fair affected student preparedness for
post-secondary instruction?
III. Influence of Policy, Globalization, Multinational Corporations (MNCs) on
Science, Technology, Engineering and Math (STEM) Education
1. Does the science curriculum support participation in science and technology
fairs? If so, how?
2. How have schools promoted participation in science and technology fairs?
3. How does science and technology fair participation influence participation in
science, technology, engineering, and math education?
4. Has the national science and technology fair policy created more graduates with
21st-century skills particularly those from science, technology, engineering,
and math fields?
5. What should be the role of Intel/MNCs in promoting science, technology,
engineering, and math as well as science and technology fair participation?
6. Do you believe science, technology, engineering, and math education is impor-
tant to the economic future of Costa Rica? If so, how?
CREATING 21ST-CENTURY READY STUDENTS IN COSTA RICA 149
CREATING 21ST-CENTURY READY STUDENTS IN COSTA RICA 150
CREATING 21ST-CENTURY READY STUDENTS IN COSTA RICA 151
Appendix E
Student Interview Protocol: English and Spanish
Interviewer: _______________________________ Date:
Interviewee: _______________________________ Location:
Grade/Level:__________________________ Contact Information:
Number of Science and Technology Fairs Participated:
Start Time: _______________________________ End Time:
Introduction:
[Introduce yourself and your affiliation.]
During this conversation, we are hoping to learn more about [insert affiliation] and your
experiences with regard to the changes in the education system in Costa Rica. This
study’s ultimate goal is to better understand how schools are helping students develop
21st-century skills, particularly in the fields of science, technology, engineering, and
math (STEM).
Your comments will be anonymous, if requested. Would you like to remain anony-
mous? We would like to record this interview in order to ensure the accuracy of our
conversation. Do we have your consent?
I. National Science and Technology Fair Policy and Science, Technology, Engi-
neering, and Math (STEM)
1. What is your opinion on the importance of science, technology, engineering,
and math education?
2. What effect have the science and technology fairs had on your life and aca-
demic career?
3. As a result of the mandate for all schools to participate in the science and tech-
nology fairs, do you notice any changes in the science and technology programs
at schools that you have attended?
4. Have your interests in science, technology, engineering and math-related fields
changed as a result of your participation in the science and technology fairs?
II. Curriculum and Instruction
1. What has been your experience with the science and technology fairs?
2. How do you feel the education that you have received prepared you for the
science and technology fairs?
3. What did your teachers do in class that prepared you for the science and tech-
nology fairs?
CREATING 21ST-CENTURY READY STUDENTS IN COSTA RICA 152
4. What did you do in class that prepared you for the science and technology
fairs?
5. How is technology utilized to prepare you for the science and technology fairs?
6. Do you feel that your participation in the science and technology fairs has
encouraged you to study a science, technology, engineering and math-related
major in college?
III. Influence of Policy, Globalization, Multinational Corporations (MNCs) on
Science, Technology, Engineering and Math (STEM) Education
1. How have schools promoted participation in science and technology fairs?
2. Are you aware of any type of programs or support Intel has provided for your
school to improve science, technology, and education?
3. Do you believe science, technology, engineering and math education is impor-
tant to the economic future of Costa Rica? If so, how?
CREATING 21ST-CENTURY READY STUDENTS IN COSTA RICA 153
CREATING 21ST-CENTURY READY STUDENTS IN COSTA RICA 154
CREATING 21ST-CENTURY READY STUDENTS IN COSTA RICA 155
Appendix F
Classroom Observation Protocol
Date: ____________________________ Time:
No. of Students: ___________________ Males: _________ Females: _________
Class Title and Grade Level:
Class Topic:
Classroom Setup:
Overview of Lesson (Objective for the Day):
Materials in Use:
CREATING 21ST-CENTURY READY STUDENTS IN COSTA RICA 156
Additional Classroom Information:
21st-Century
Skills
(Wagner, 2008)
STEM/PBL
(Slough &
Milam, 2013)
Actions
Observed Conversations
Observer
Comments
Critical Thinking
and Problem
Solving
Making
Content
Accessible
Collaborating
Across Networks
Making
Thinking
Visible
Agility and
Adaptability
Helping
Students
Learn From
Others
Initiative and
Entreprenurial
ism
Promoting
Autonomy and
Lifelong
Learning
Effective Oral
and Written
Communication
Accessing and
Analyzing Infor-
mation
Curiosity and
Imagination
Other Observa-
tions
CREATING 21ST-CENTURY READY STUDENTS IN COSTA RICA 157
RQ1: Does the teacher utilize elements of the national science fair/STEM curriculum?
RQ1: Do the curriculum, subject areas, labs, and assessments align across classrooms/
schools?
RQ2: What is the teacher’s role in the learning process?
RQ2: How does student lead conversation influence participation in the class?
RQ2: How is technology used in the classroom?
RQ3: Do the teacher and/or student appear to be engaged in the STEM curriculum?
Are there additional questions for the teacher?
CREATING 21ST-CENTURY READY STUDENTS IN COSTA RICA 158
Appendix G
Science and Technology Fair Observation Protocol
Date: ____________________________ Time:
No. of Students: ___________________ Males: _________ Females: _________
Grade Level of Student(s):
Project Topic/Theme:
Facilities Setup:
Overview of Events/Themes:
Materials in Use:
CREATING 21ST-CENTURY READY STUDENTS IN COSTA RICA 159
Appendix H
Survey Protocol for Teachers and Administrators: English and Spanish
CREATING 21ST-CENTURY READY STUDENTS IN COSTA RICA 160
CREATING 21ST-CENTURY READY STUDENTS IN COSTA RICA 161
CREATING 21ST-CENTURY READY STUDENTS IN COSTA RICA 162
CREATING 21ST-CENTURY READY STUDENTS IN COSTA RICA 163
Appendix I
Survey Protocol for Students: English and Spanish Versions
CREATING 21ST-CENTURY READY STUDENTS IN COSTA RICA 164

Abstract (if available)

Abstract This study applied Joel Spring’s theoretical framework on the perceptions of globalization and its influence on education, Scott Slough and John Milam’s framework on science, technology, engineering, and math (STEM) education and project-based learning, and Tony Wagner’s conceptual framework of 21st-century skills to understand the impact of globalization on the Costa Rican educational system. The purpose of this study was to examine the influence that globalization, foreign direct investment (specifically Intel), and multinational corporate responsibility have had on the curriculum and practices in Costa Rican schools. Using a multimethod and qualitative approach, interviews, surveys, and observation protocols were used with the understanding that research questions (RQs) would be best answered by collecting firsthand information from Costa Rica’s political leaders, policymakers, Intel corporate leaders, school leaders, teachers, and students. ❧ The three data collection methods allowed for triangulation of the data to increase the validity of the research study. In addition, John Creswell’s six-step data analysis approach in qualitative research was utilized to analyze all data. Analysis of the data validated the positive impact that globalization, through multinational corporations (MNCs) such as Intel, has had on the economic and educational development of Costa Rica. The evidence suggests that Costa Rica has embraced globalization by strategically implementing national policy to attract and retain MNCs. This study also provided evidence that collaboration between the Costa Rican government and MNCs such as Intel have been key in promoting STEM education within the country. This study provides evidence that scientific research and inquiry within the national curriculum will further promote STEM education within every school and every classroom, thus creating a well aligned education system that will promote 21st-century skills and economic growth.

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Asset Metadata

Creator Merlos, Moises Mauricio (author)

Core Title The role of globalization; science, technology, engineering, and math education; project-based learning; and national science fair policy in creating 21st-century ready students in Costa Rica

School Rossier School of Education

Degree Doctor of Education

Degree Program Education (Leadership)

Publication Date 06/08/2015

Defense Date 03/12/2015

Publisher University of Southern California (original), University of Southern California. Libraries (digital)

Tag 21st century skills,Globalization,OAI-PMH Harvest,STEM

Format application/pdf (imt)

Language English

Contributor Electronically uploaded by the author (provenance)

Advisor Escalante, Michael F. (committee chair), García, Pedro Enrique (committee member), Murray, Rocky (committee member)

Creator Email mmerlos@sbcglobal.net,mmerlos@usc.edu

Permanent Link (DOI) https://doi.org/10.25549/usctheses-c3-569700

Unique identifier UC11302079

Identifier etd-MerlosMois-3460.pdf (filename),usctheses-c3-569700 (legacy record id)

Legacy Identifier etd-MerlosMois-3460.pdf

Dmrecord 569700

Document Type Dissertation

Format application/pdf (imt)

Rights Merlos, Moises Mauricio

Type texts

Source University of Southern California (contributing entity), University of Southern California Dissertations and Theses (collection)

Access Conditions The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the a...

Repository Name University of Southern California Digital Library

Repository Location USC Digital Library, University of Southern California, University Park Campus MC 2810, 3434 South Grand Avenue, 2nd Floor, Los Angeles, California 90089-2810, USA