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Expanding educational access and opportunities: the globalization and foreign direct investment of multinational corporations and their influence on STEM, project-based learning and the national ...

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Content Running head: EXPANDING EDUCATIONAL ACCESS
1

EXPANDING EDUCATIONAL ACCESS AND OPPORTUNITIES: THE GLOBALIZATION
AND FOREIGN DIRECT INVESTMENT OF MULTINATIONAL CORPORATIONS AND
THEIR INFLUENCE ON STEM, PROJECT-BASED LEARNING AND THE NATIONAL
SCIENCE AND TECHNOLOGY FAIR IN SCHOOLS
IN COSTA RICA

by

Joaquín G. Valdez

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

May 2015

Copyright 2015 Joaquín G. Valdez
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Dedication

I dedicate this dissertation to my parents, Joaquin and Sally who instilled in me the love
for education. My dad’s motivational speeches and my mom’s constant prayer to her Divino
Niño Jesus helped me reach this milestone in my academic career. To my siblings, America,
Jaime, and Brian for cheering me on as I shared with them why I was pursuing a doctoral degree.
To my nieces and nephews, the road has been opened for you…now go on and follow your
dreams and reach for the stars. To my former high school, South Gate High, for giving me the
tools to think beyond a high school diploma. To the DREAMERS achieving the American
Dream of a quality education, keep breaking the barriers that are placed in front of you- SI SE
PUEDE!
Finally, I dedicate this dissertation to the three most important people in my life, my wife
and children. To my wife Carol, thank you for being my rock throughout this process. You
never once complained about taking the kids when I needed to be alone to read and write or
when I had to miss an event because I needed to study. I love you more than words can say! To
my children, Nicholas Joaquin and Sophia Loren, their passion for learning and education grew
everyday while watching their papi read an article or write a paper, including this dissertation.
Thank you for sharing my love of learning. I cannot wait until the day they write their own
dissertations. Until that day comes, they can hold on to this one.
Dedicatoria
Dedico esta tesis doctoral a mis padres, Joaquín y Sally, ellos me inculcaron el amor a la
educación. Las conversaciones motivadoras de mi padre y los rezos de mi madre al Divino Niño
Jesús son las razónes por la cual e podido llegar a esta meta. A mis hermanos América, Jaime, y
Brian por su apoyo incondicional en mi decisión de completar un doctorado. A mis sobrinos, el
EXPANDING EDUCATIONAL ACCESS

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camino ya está abierto…ahora vayan a seguir sus sueños y a alcanzar las estrellas. A mi escuela
secundaria, South Gate por darme los instrumentos necesarios para pensar mas allá de un
diploma. A todos esos DREAMERS que están alcanzando el sueño Americano. Continúen
rompiendo las barreras que hay enfrente de ustedes- ¡SI SE PUEDE!
Finalmente dedico esta tesis doctoral a las tres personas mas importantes para me, mi
esposa y mis hijos. A mi esposa Carol, gracias por ser mi roca durante este proceso. Nunca te
quejaste cuando te llevabas a los niños de la casa porque tenia que estudiar o cuando no podía ir
a un evento familiar porque tenia que escribir. Te amo con todo mi corazón! A mis hijos
Nicholas Joaquín y Sophia Loren, su pasión por aprender y la educación creció cada día al ver a
su papi que leía un libro o escribía un ensayo, incluyendo la tesis doctoral. Gracias por
compartir mi pasión por la educación. Esperare con ansias el día que ustedes escriban su propia
tesis doctoral.

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Acknowledgements
A wise professor once quoted Gordon Kirk, “The PhD is to understand the world. The
EdD is to change the world”. Well, this is, by far, a true statement of what I have experienced in
this program. During my time as a student with the Rossier School of Education, I have met
some talented world changers without whose support my academic experience would have been
different. I would like to thank Dr. Michael Escalante for selecting me to be a part of his
dissertation group. Your vision to study the educational system of Costa Rica gave me an
experience that I will never forget. Thank you also to my dissertation committee, Dr. Pedro
Garcia and Dr. Oryla Wiedoeft, I appreciate you for taking time out of your busy schedules to
support me in completing my degree. I became a better writer because of the support of Dr.
Linda Fisher and Dr. Guadalupe Montaño. Thank you for spending time reading my work; I
truly appreciate you both. I am most thankful for the wonderful friends I have made in my
dissertation cohort. Each one brought something valuable to the group, and I am grateful to have
worked alongside you. I especially want to thank the future Dr. Merari Weber. You are
amazing! Thank you for being a great classmate and dissertation buddy. I appreciate our
Sunday library workdays. They helped me stay on task and finish with time to spare. I know
you will do great things as you conquer the world of education. I also want to thank the future
Dr. Josephine Jones. Thank you friend for keeping it real and for our great conversations. I truly
admire your positive attitude…you are a “phenomenal woman”. It’s been a pleasure.
Having a mentor is very important; I have been blessed with three. Ms. Janette L. Hyder,
Dr. Jonathan Mathis, and Dr. Jesse Rodriguez, thank you for believing in me and supporting me
through my doctoral journey. Your input has been an invaluable part of my learning experience.
I am forever indebted to you. I also want to thank the country and people of Costa Rica. Thank
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you for welcoming me into your home with open arms and allowing me to complete my study. I
am forever grateful for the opportunity- Pura Vida!
Finally, I want to thank my Lord and Savior, Jesus Christ. I know you heard me all those
times I reached out to you because I am here today with a smile of gratitude. You knew this
would happen all along, for it is part of your perfect story written about me.
Agradecimientos
Un día en clase una profesora sabia citó a Gordon Kirk, “el doctorado de filosofia es para
entender el mundo. El doctorado de educación es para cambiar el mundo”. Durante el tiempo en
la facultad de educación Rossier, tuve la oportunidad de conocer a personas que han cambiado el
mundo y por ellos es que mi experiencia ha sido única. Doy gracias al Dr. Michael Escalante por
escogerme a mí en ser parte de su grupo de tesis doctoral. Su visión al estudiar el sistema
educativo de Costa Rica ha sido una experiencia que nunca olvidaré. Gracias también al comité
doctoral del Dr. Pedro García y la Dra. Oryla Wiedoeft. Les agradezco el que hayan tomado un
poco de su tiempo para asegurar que terminara mis estudios. Gracias al apoyo de la Dr. Linda
Fisher y la Dra. Guadalupe Montaño, me convertí en un mejor escritor. Estoy muy agradecido
por los amigos que he hecho a través de la tesis doctoral. Cada uno trajo algo valioso para el
grupo y estoy agradecido de haber trabajado con ustedes. En especial, quiero dar las gracias a la
futura Dra. Merari Weber. Agradezco los domingos cuando íbamos a la biblioteca a escribir.
Nuestras citas me ayudaron a mantener mi meta siempre en mente. Sé que vas a hacer cosas muy
importantes a medida que conquistes el mundo de la educación. También quiero dar las gracias
a la futura Dra. Josephine Jones, gracias amiga por ser sincera y por nuestras conversaciones…ha
sido un placer.
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El tener un mentor es muy importante. Durante el tiempo de la tesis, he tenido la gran
oportunidad de tener a tres mentores; la Sra. Janette L. Hyder, el Dr. Jonathan Mathis, y el Dr.
Jesse Rodríguez, gracias por creer en mí y por apoyarme en mi carrera como estudiante de
doctorado. Su aportación ha sido una parte muy valiosa para mi aprendizaje. Estaré siempre en
deuda con ustedes. También quiero agradecer al país y la gente de Costa Rica. Gracias por su
hospitalidad y por dejar que terminara mis logros en su país. Estoy agradecido por la
oportunidad- ¡Pura Vida! Finalmente quiero agradecer a Dios. Gracias a Dios no hubiera
podido llegar hasta donde estoy hoy. Gracias por escucharme todas esas veces que platiqué
contigo. Sin tu apoyo no hubiera alcanzado esta meta.

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Table of Contents
List of Tables 9

List of Figures 10

Abstract 11

Chapter One: Overview of the Study 13

Statement of the Problem 14

Purpose of the Study 14

Research Questions 15

Importance of the Study 15

Limitations and Delimitations 16

Limitations 16

Delimitations 17

Assumptions of the Study 17

Definition of Terms 18

Organization of the Study 19

Chapter Two: Literature Review 20

History of Costa Rica 20

Globalization 24

Education 27

Foreign Direct Investment 30

Economy 31

Employment 34

Education System of Costa Rica 36

STEM Education 36

Project-Based Learning 40

Science and Technology Fair 42

21
st
Century Skills 45

Globalization of Education 51

Design of Learning Environments- STEM Project-Based Learning 56

Summary of the Literature 59

Chapter Three: Methodology 61

Research Design 62

Sample and Population 65

Educators and Students 65

Business Leaders: Multinational Corporate Executives 66

Political Leaders and Education Policymakers 66

Instrumentation 67

Interview Protocol 68

Observation Protocol 69

Survey Protocol 71

Data Collection 72

Data Analysis 75

Ethical Considerations 76

Chapter Four: Results 78

Participants 80

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Intel ISEF 2014 Students 81

Former Intel ISEF Students 82

Policy/Government Officials 82

Business Leaders 84

Teachers and Administrators 84

Teachers at Don Bosco 85

Results of Research Questions 85

Discussion of Research Question One 85

Discussion for Research Question Two 100

Discussion for Research Question Three 108

Chapter Summary 118

Chapter Five: Findings, Implications, and Conclusions 120

Discussion of Findings 122

Limitations 127

Implications for Practice 128

Future Research 130

Conclusion 131

References 132

Appendix A: Recruitment/Consent Letter 139

Appendix B: Policy/Government Agency Interview Protocol 141

Appendix C: Business Leaders Interview Protocol 147

Appendix D: School Leader Interview Protocol 153

Appendix E: Student Interview Protocol 158

Appendix F: Survey Protocol for Teachers and Administrators 162

Appendix G: Survey Protocol for Students 166

Appendix H: Classroom Observation Protocol 168

Appendix I: Science and Technology Fair Observation Protocol 171

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List of Tables
Table 1: Alignment of Interview Protocols to Research Questions and
Theoretical Frameworks 70

Table 2: Alignment of Teacher/Administrator Survey Protocol Items to Research
Questions and Theoretical Frameworks 73

Table 3: Alignment of Student Survey Protocol Items to Research Questions
and Theoretical Frameworks 74

Table 4: Case Study Participants and Data Type 80

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List of Figures
Figure 1: Teachers/School Leaders Response to Survey Question regarding whether a
Partnership with Intel/MNCs Promotes STEM/Science Fair Participation. 88

Figure 2: Teachers/School Leaders response to survey question regarding whether
Intel/MNCs have positively influenced STEM curriculum. 88

Figure 3. Teachers/Administrator response to survey question regarding the positive
increase of the use of Project-Based Learning as a result of the science and technology
fair. 102

Figure 4: Teachers/School Leaders response to survey question regarding the science
and technology fair promotes the use of technology in schools. 105

Figure 5: Student response to survey question regarding STEM instruction has been
an important part of their education. 110

Figure 6: Teacher/Administrator response to survey question, the science and
technology fair has been beneficial in preparing students for post-secondary education. 114

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Abstract
The purpose of this qualitative study was to examine the influence of globalization and
the foreign direct investment (FDI) of multinational corporations (MNCs) on the curriculum in
schools in Costa Rica. The study focused primarily on Science, Technology, Engineering and
Mathematics (STEM), Project-Based Learning (PBL), 21st century skills, and the national
science and technology fair. The high influx of MNCs such as Intel has changed the global and
educational culture of the country increasing the number of knowledge-based workers in Costa
Rica. As a result, policy changes have been instituted in education to mirror the demands of
sustaining the country’s global economy.
This study was supported by the creation of three research questions that would attempt
to answer 1) the extent that teachers implementing STEM curriculum trace their practices back to
policy, globalization, and multinational corporations as well as the extent to which the economic
growth of Costa Rica and STEM education are related, 2) how mandating the national science
and technology fair has influenced 21st century skills through project-based learning and the use
of technology by teachers and its impact on curriculum and instruction, and 3) how has the
national science and technology fair policy changed the value of STEM education for students,
teachers, and educational leaders.
To further understand the outcome of this study, four theoretical frameworks were
applied that included, Spring’s theory of world educational culture, Friedman’s world flatteners,
Wagner’s 21st century skills and partnerships for 21st century skills, and Slough and Milam’s
STEM project-based learning theoretical framework. Each framework was applied to support
the changes to the educational system; survival skills necessary to compete in the global job
market; application of 21st century skills in the classroom and in the science projects students
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created. A research team comprised of 14 doctoral students, led by Dr. Michael Escalante,
studied the influence of globalization and FDI on MNCs on the educational system in Costa
Rica. Data collection for this qualitative case study included the use of various instruments
including surveys, interviews, and observations. A total of 20 participants were interviewed and
174 students and 33 teachers were surveyed in support of the findings for this study. The use of
multiple sources helped to triangulate the data and increase the validity of the findings.

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CHAPTER ONE: OVERVIEW OF THE STUDY
Over the last decades, Costa Rica has evolved and transitioned from an exporter of
banana and coffee to an exporter of technology-based goods and, in the process, created a
demand within its growing economy. This demand consists of knowledge-ready workers who
can not only sustain the country’s economy and relationships with Multinational Corporations
(MNCs) but also have the skills necessary to compete at the global level. As a result, the
professional employee must be able to meet the needs of a growing knowledge-based economy.
Education and the skills that can be acquired have become increasingly important, especially to a
country known for valuing education. For this country, education becomes extremely important
as it works to compete globally. Educational systems with a global perspective of learning are
essential across the nation (Wagner, 2008; Wagner & Compton, 2012). Schools and universities
must consider whether their curriculum is reflective of learning that prepares students with 21
st

century skills and to compete in a knowledge-based economy.
Historically, Costa Rica was shaped by those who have attempted to gain control
(Biesanz, Biesanz, & Biesanz, 1999; Daling, 2002) such as Christopher Columbus in 1521 and
the various dictatorial leaders who attempted to rule the country. These historical markers have
been instrumental in building the country into what it is today. The export and import that has
existed has not only sustained the economy but also brought forth the emergence of Foreign
Direct Investment (FDI). The early 1980s was a crucial time period for the country in that it
brought forth a need for an economy that could change globally. In 1984, the Coalición
Costarricense De Iniciativas De Desarrollo (CINDE) was introduced with the purpose of
promoting FDI as a way to improve the quality of life for citizens and to appeal to investors
(Cordero & Paus, 2008; Rodriguez-Claire, 2001). This relationship resulted in a strong
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partnership with various MNCs that have been instrumental in the country’s increased economic
and educational resources.
CINDE brought FDI into Costa Rica as the result of one MNC that made a lucrative
investment in the country. Intel’s decision to invest 300 million dollars to build a test plant
quickly turned the country’s economic and education systems around (Rodriguez-Claire, 2001).
Intel not only changed the economic fortune of this country, it also brought an increase of
investors as a result of the signaling effect, which was used as a way to spread the word to other
investors nine years after it came into the country (World Bank Group, 2006). The increase in
development from investors created a demand for knowledge-ready workers who could sustain
production in various high-tech fields. As a result, a focus on 21
st
century skills, the importance
of curriculum focused on STEM, and student participation in the National Science and
Technology Fair (NSTF) allowed Costa Rica to compete at a global level.
Statement of the Problem
Since the early 1980s, Costa Rica underwent many changes due to economic, political,
and educational factors. In order to compete in an evolving global market, a new economic
strategic plan was implemented to attract high-tech foreign direct investment (FDI). These
multinational corporations brought new job opportunities that required educational institutions to
produce more knowledge-ready employees. Schools now face the challenge of helping students
develop 21
st
century skills in science, technology, engineering, and math (STEM) in order to
prepare the next generation of workers.
Purpose of the Study
The purpose of this study was to examine the influence that globalization, foreign direct
investment, and multinational corporate responsibility have on the curriculum and practices in
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schools. Furthermore, the relationship between STEM education and Costa Rican economic
growth were studied. This study also examined how the mandated national science fair
influenced the use of PBL to build human capital and prepare students for 21
st
century jobs,
particularly in the fields of science, technology, engineering, and math.

Research Questions
Three research questions will guide this study:
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 participation in the national science and technology fair influenced
implementation of 21
st
century skills through the use of project-based learning and
technology by teachers across all curricular areas? How has this use influenced
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?
Importance of the Study
Globalization can have an impact on access to education by limiting opportunities to
those individuals who seek it. A Gallup survey of business leaders from Fortune 500 companies
found that schools are not preparing students to take on the roles that employers seek (Wagner,
2008). In addition, schools are not teaching students to understand and apply 21
st
century skills,
which are essential to meeting the demands many of today’s jobs require. Wagner’s (2008)
seven survival skills are essential in promoting a learning environment that reflects changes on a
global level. The changes in educational policy increased the focus on science and innovation.
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This study analyzed the changes in policy and determined how the application of 21
st
century
skills, STEM PBL, and globalization of education as frameworks were implemented and taught
in schools.
The findings of this case study informed all stakeholders: teachers, school leaders,
students, and business and government leaders. It was the intent of the study to produce results
that would inform and influence stakeholders as they focused on education and the level of
preparedness of working professionals.
Limitations and Delimitations
Limitations
While it was the attempt of the research team to ensure reliability of the case study,
limitations were inevitable. The study was designed to identify how globalization, FDI, and
MNCs have influenced curriculum and instruction in Costa Rica through the incorporation of
STEM PBL and 21
st
century skills as a result of the participation in the NSTF. This study was
limited to participants of the case study. This means that only those individuals and the school
that was contacted were invited to participate. This case study took place primarily at CEDES
(Centro de Educación Salesiana) Don Bosco. Herein referred to as Don Bosco, it is a technical
private high school located in Alajuelita, a suburb of San Jose. Another limitation is that the
study, including its participants and schools, were located in the country of Costa Rica. An
implication of this is that the research team flew internationally for a period of ten days to collect
the necessary data to answer the research questions. In addition, the research team had to ensure
that all respondents were available and willing to participate in interviews and complete surveys.
The data collected was the result of the access given to the researchers by school officials. The
final limitation was language. While several of the research team members spoke Spanish, not
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all researchers spoke or wrote at an academic level. Due to the interviews being conducted in
Spanish, research members needed to work in pairs so that one member can interpret for the
other at all times.
Delimitations
The research team focused on Don Bosco for the purposes of this study. Participants
were selected based on inclusion data that reflected teachers, school leaders, students, business
and government leaders in urban areas. Additionally, location of school and the availability of
students who were past participants in the Intel International Science and Technology Fair, and
teachers who served as lead teachers for these students during the time that the research team
was in the country were also part of the study. The case study looked at institutions of higher
education with no specific considerations.
Assumptions of the Study
The following assumptions were made throughout this case study:
• The globalization of education in Costa Rica has an impact on instruction and curriculum.
• The interview questions, interview protocols and surveys were valid.
• All participants gave accurate and truthful responses to the interview questions and
surveys.
• 21
st
century skills and STEM PBL are effectively implemented in the curriculum and
classroom.

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Definition of Terms
The following terms are defined for application within this dissertation:
Globalization- the process through which goods and services, capital, people, information and
ideas flow across borders and lead to greater integration of economics and societies (Agenor,
2004).
CINDE- the Coalicion Costarricense De Iniciativas De Desarrollo also known as the Costa Rican
Trade and Development Board; a private nonpolitical, nonprofit organization created to promote
FDI in order to improve conditions for people living in the country, increase the appeal of the
investment environment in Costa Rica, and encourage a global view for citizens (Rodriguez-
Claire, 2001).
Foreign Direct Investment- an investment involving a long-term relationship and reflecting a
lasting interest and control of a resident entity in the source country (foreign direct investor or
parent firm) in the host country (Razin & Sadka, 2007).
Corporate Responsibility- ethical corporate behavior that allows businesses to reduce risk and
costs, protect brands, and develop new market opportunities (Intel Corporation, 2013).
21
st
Century Skills- the essential skills of the knowledge-based global 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
communication, (f) accessing and analyzing information, and (g) curiosity and imagination
(Wagner, 2008).
STEM Project-Based Learning- An ill-defined task with a well-defined outcome situated within
a contextual rich task requiring students to solve several problems, which when considered in
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their entirety, showcase student mastery of several concepts of various STEM subjects (Capraro,
Capraro, & Morgan, 2013).
Organization of the Study
The dissertation was organized into five chapters. Chapter one presents an introduction,
statement of the problem, the purpose of the study, the research questions, the significance of the
study, and the definitions of key terms. Chapter two provides a literature review on research on
the topics of the history of Costa Rica, globalization, influence of FDI and MNC on education,
the education system, and the frameworks for 21
st
century skills, globalization of education and
the globalization of the world flatteners, and STEM education and Project-Based Learning.
Chapter three describes the methodology which includes the research design utilized in this case
study, population and sample, instrumentation, data collection, data analysis, and ethical
considerations. Chapter four represent the finding for the data collected as well as a description
and analysis of the data. Finally, chapter five summarizes and presents conclusions, which
include implications for further research as well as recommendations.

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CHAPTER TWO: LITERATURE REVIEW
Costa Rica transitioned from an exporter of banana and coffee to an exporter of
technology-based goods. In the last decade, the country has experienced an upward increase in
the development of technology and “knowledge-driven economy” (Rodriguez-Claire, 2001 p.
311). Through the support of foreign direct investments from companies like Intel and CINDE,
Costa Rica built a technology infrastructure unlike any other country in Central America.
This chapter presents a review of the literature and examines the influence that
globalization, foreign direct investment, and multinational corporate responsibility had on the
curriculum and policies in schools. The funding provided through Foreign Direct Investment
(FDI) greatly influenced how educational institutions produce knowledge-ready employees who
meet the demands of a technology-advanced era. In an effort to understand how Costa Rica has
been transformed historically, the literature review provides an overview of the nation’s history
focused on the conquest, democracy, education, and, finally, the source of much of the
technology used today. In addition, this section also discusses how globalization and FDI shaped
education and the demand for jobs in this country; the importance of the science curriculum; the
use of STEM and project-based learning to teach 21
st
century skills; the incorporation of the
science and technology fair initiative to influence interest and involvement in STEM fields.
Finally, frameworks focused on 21
st
century skills, globalization of education, and STEM
Project-Based Learning are discussed.
History of Costa Rica
Costa Rica has changed since its discovery at the turn of the 16
th
century. In addressing
its history, it is important to mention the factors that contributed to this change. Christopher
Columbus, the government, and key political leaders played an integral role in shaping the
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democracy of this country. The influences of these key figures were instrumental in building the
economy that now drives the country. This section discusses the conquest by Christopher
Columbus, government and democracy, and the political leaders who contributed to what the
nation is today.
Like other small territories, Costa Rica was once a land sought by others not native to the
region. Christopher Columbus first sighted the region in 1502. What intrigued Columbus and
the Spaniards who accompanied him was that many of the Indian people of the region wore gold
ornaments on their body. As a result, many of the Spaniards named the region Costa Rica or
“rich coast”. In 1506, the Spaniards tried to colonize what is now Panama but were met with
resistance and pushed out by the indigenous inhabitants. By 1563, the first settlement was
established in the Central Plateau of Cartago and remained a settlement for many years until
Spain declared its colonies in Central America to be independent in 1821. It was in 1824 that the
country joined the United States of Central America, which included Guatemala, Nicaragua,
Honduras, and El Salvador. During this time, citizens also elected their first President, Juan
Mora Fernandez. Mora Fernandez was instrumental in building houses, schools, and distributing
free state land to anyone willing to grow coffee. He would later lose power to Juan Rafael Mora
Porras, known as a champion in the coffee aristocracy, who was elected president from 1848 to
1859 (Daling, 2002). Mora Porras envisioned a state bank as a way to provide credit for small
farmers. However, this idea did not sit well with the powerful coffee elites of the time, and he
was brought down.
General Tomas Guardia who ruled from 1870 to1882 soon took dictatorial control of the
coffee barons. During his rule, republican and liberal ideas gained influence. In addition, his
administration was instrumental in the building of the railway system, which brought much
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needed revenue into the country by allowing coffee and sugar exports. This period also created
tensions between the government and the church. As a result, laws were instituted that separated
church from state, which, in turn, caused the closure of the Universidad de Santo Tomas as result
of a free education under state control (Daling, 2002).
Costa Rica, today, is a modern democracy with a strong middle class and access to public
institutions. Its democratic government is comprised of two of the longest standing political
parties, Partido de Liberacion Nacional – National Liberation Party (PLN) and the Partido
Unidad Social Cristiana – Social Christian Unity Party (PUSC) (Palmer & Molina, 2004).
Although, other parties have challenged both of these, they each have managed to gain the
majority vote. Under the nation’s democratic rule, there is the presidency, the legislature, the
judicial system, the supreme electoral tribunal, and autonomous institutions (Biesanz, Biesanz, &
Biesanz, 1999). In addition, the president governs and is seen as a symbol of national unity. His
overall objective is to direct national policy while establishing relationships with his government.
The legislature is charged with the implementation and assessment of all that regards law and
taxes. There is a strict collaboration between the president and legislature that must coexist in
order to maintain a democratic government. The judicial system, which is made up of 22
magistrates within the Supreme Court of Justice, are free of executive control since they are
automatically renewed every six years unless decided otherwise by the legislature. The supreme
electoral tribunal oversees the creation of political parties and is charged with the voting process
as well as the counting of votes. Lastly, autonomous institutions, which are not truly
autonomous since the president has the power to appoint and dismiss executives from top
management positions, serve a function that was, at one point, provided by private companies.
These institutions, consisting of the Social Security Fund; the Costa Rican Institute of Electricity,
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which oversees electricity and telecommunications; RECOPE, which imports, refines, and
distributes petroleum; and state banks all serve at will (Biesanz et al., 1999).
A prominent historical figure was Jose Maria Figueres who was elected president in 1954
and again in 1970. Figueres, a coffee planter, was instrumental in ensuring that a fair and ethical
government lead the country and “on April 18, 1948 government troops surrendered, and for
eighteen months Figueres led a junta which established a new constitution” (Daling, 2002, p. 14).
During this time, the last civil war took place, killing thousands of people. As a result, the
country became one that prides itself on peace, the motto, “Pura Vida” or Pure Life, and
presently has no army. The constitution of 1949 created by Figueres abolished the country’s
military; however, police guard forces now stand in place of the army. In addition, the
constitution also gave women, blacks and indigenous peoples the right to vote and affords the
government the opportunity to allocate funding for education (Black & Becher, 1993; Daling,
2002; Schuler & Brown, 1999). This bold move by Figueres created a country that prioritizes
education and the security of its citizens.
In its pursuit to become a recognized model country, Costa Rica experienced a growth of
Multinational Corporations (MNCs) that shifted the economy by developing knowledge-ready
workers. Considering that it is a country with 4.8 million inhabitants, has a high literacy rate
(CINDE, n.d.; “The World Bank”, 2014) and is the size of the state of West Virginia, it is no
wonder that the growth that occurred within the last decade is a reflection of the work that has
transpired as a result of its investment in education, a fair and structured democracy, and leaders
who are invested in the growth of their country. The collaboration brought forth the opportunity
for the country to globalize on FDI by continuing to establish MNCs.
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The success the nation had in creating a technology-based empire is the result of the work
of CINDE, a private, not-for-profit organization. Founded in 1983 with the financial support of
US-AID, CINDE’s objective was to develop the economy of the country. However, the
attraction of FDI into the country was its main objective (Rodriguez-Clare, 2001). The creation
of this organization was a way to gain advantage in the high-tech sector without the financial
influence of the government. The advancement in FDI as a result of CINDE far exceeded the
expectation of this small country. Costa Rica’s success in attracting high-tech and biomedical
FDI is a result of its location, the achievement of former investments, its ethical and controlled
political system, and the conditions of tax and tariff for investors through CINDE (Cordero &
Paus, 2008). It is through these means that the country continues to thrive and has profited from
MNCs that have established themselves in international territory.
History provides a window into the success that a small country has achieved in attracting
foreign investors, a reputation it has built over the years. The political system that governs over
the people mirrors how democracy in a country in Central America must function. The decision
to give power to an independent court that would be charged with all elections is what has made
this system one of the best in Latin America (Lehoucq, 2005). This is, perhaps, why foreign
companies continue to invest in Costa Rica, building on its resources and taking the lead in high-
tech production. This change has shifted the country from agriculture to a focus on creating
knowledge-ready workers.
Globalization
Globalization changed the way information is sent and received as a result of the
advancement in technology that occurs all over the world. According to Goldberg and Pavcnik
(2007), globalization can have both a positive and negative effect for countries. The positive
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side of globalization ensures a country’s interdependence, mobilization of goods and services,
changes in policy and trade barriers. These factors increase how technology, comprehension,
culture, and information across nations are shared. However, the negative effects of
globalization create inequalities in the economy, skilled versus unskilled wages, and lack of
compliance with labor market regulations (Goldberg & Pavcnik, 2007). For these reasons,
globalization is often either praised or regarded as a risk factor. This section of the paper focuses
on the impact of globalization in education.
Globalization is a cultural phenomenon reflected in population migration and changes in
language. The word globalization is widely recognized as the term that ended the twentieth
century (Altback, 1998). With this phenomenon comes a new way of accessing, understanding,
and communicating information that, in retrospect, was archaic in nature. Agenor (2004) defines
globalization as “the process through which goods and services, capital, people, information and
ideas flow across borders and lead to greater integration of economics and societies” (p. 21).
Globalization is focused on high-tech production, investment, and foreign trade. The integration
of these three elements allows societies and individuals to benefit from their contributions. The
emergence of globalization is the result of the trade, conquest, and settlements by people that
occurred centuries ago. The early trade of the trans-Saharan to Arabia and the trade of humans
from Africa to the Americas contributed to the current global political and economic systems,
including the rights of humans, cultural growth, and in some regard the exploitation of the
environment (Manning, 2003). The impact of globalization is a response to history’s influence
over time. According to Banks et al. (2005), globalization is driven by three integral factors:
economic force, political force, and social force. Economic force is the process by which power
is increased in organizations, people, and investors. This type of power provides a sense of
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control, which allows investors to design and take advantage of global sectors, technological
advancements, and products that improve how people live. The outcomes of an economic force
while beneficial can create inequities for information and access. Political force from a global
perspective has been instrumental in promoting democracy in remote countries as a way to
change political systems that are comprised of archaic and non-traditional views. The exposure
presented in the media is effective in building awareness of political systems that undermine
progressive thinking. Many individuals witnessed the fall of the Berlin Wall, which was a
pivotal moment in political history that received worldwide media coverage. Finally,
globalization as a social force can affect culture and language that is less common. As people go
through this type of global change, they begin to acculturate into a new way of life by creating a
new identity. However, the change that occurs can create conflict with their former way of
living and, ultimately, affect their new environment.
Various ideological perspectives exist that provide a worldview on globalization and its
influence in a changing world. All too often, the acceptance of globalization as a positive force
has an impact on the lack of emphasis placed on negative components (Altbach, 2001). In many
regards, the impact of globalization instituted free trade, which benefits countries from an
economic standpoint. Those who support globalization believe that it encouraged collaboration
between countries. This collaboration is essential in creating partnerships to support the growing
demand for production of goods and services for countries. The role of democracy in
globalization allowed change consistent with creating partnerships that provide the opportunity
for citizens to invest in their country’s government. However, barriers, such as international
politics, that seek to redirect the benefits of globalization to specific groups while making the
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world community responsible for the outcomes prevent such occurrences from taking place (Ali,
2001).
Globalization, whether accepted as a force that drives the world into a sustained economy
or revoked for its intrusive nature, will continue to influence change in the world. The desire to
advance technology is an indication of how the global market will remain a top priority for
countries in their pursuit of economic growth. Globalization must provide people all over the
world, regardless of need, with the opportunity to maximize the benefits of today’s hybrid tools
for communication. When this occurs, it is likely that people will see the impact that
globalization has not only in their country but also the world.
Education
Education is an important contributor to globalization. As the world changes, education
must also make changes to ensure it can compete with the demands of a global world. The
phrase, “The World Is Flat” was first used by Thomas L. Friedman in his 2005 book of the same
title. His objective was to explain how more people all over the world plug, work, compete,
unite, and collaborate within an equal playing field. Systems of education continue to place
emphasis on creating learning standards that are systematic across content, as there is an
increased need to produce people who can do the type of jobs that will exist during their lifetime.
As the world competes in a “global knowledge economy”, students are expected to have an
understanding and application of 21
st
century skills in college, professional careers, and social
responsibility (Wagner, 2008). Without these skillsets, today’s youth are at a disadvantage.
Currently, no partnership exists between the work of secondary schools and institutions of higher
education in terms of student academic success. Carr and Rockman (2003) argue that colleges
must collaborate with K12 educators to develop opportunities for students to involve themselves
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in literacy activities that will support their level of engagement in college. Through
collaboration, both institutions benefit from student engagement by increasing retention and
decreasing college attrition rates. An individualistic approach cannot support the success of
either educational system. The focus must be placed on building partnerships that will reinforce
the structure of education for all systems. Institutions of higher education must be charged with
developing and incorporating innovation in learning as a way to produce knowledge-ready
workers who can sustain the fast pace at which the world is changing. The increase in attainment
of higher education in the United States is a result of the need for more citizens with
college/university degrees (“Lumina Foundation”, 2013). As the world and globalization
change, so do the needs of employers who seek employees who bring in the necessary skills to
complete the tasks required of a specific job.
In education, the single most important component is learning. How individuals learn is
reflected in their ability to choose a career path that will allow them to put into practice what
they know. According to Friedman (2007), how children are educated is not as important as how
much they are educated. As a result, he builds on the notion of education in a flat world by
introducing four abilities that must be developed. The first ability is to “learn how to learn”.
The opportunity to love or simply enjoy learning is important as individuals create and develop
new and practical ways to do the things that have not changed in decades. Learning will often
force people to teach themselves how to do certain tasks. When learning is coupled with
motivation, the results will often lead to job satisfaction. As the global market changes, it is
important to continue learning in an effort to not fall behind. Ultimately, how an individual
learns and what s/he knows will set her/him apart from the rest of the world. “Navigation” is the
second ability that must be taught. The emergence of the World Wide Web benefited the world
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by providing access that, in decades past, would not have been imaginable. Teaching people,
younger generation in particular, how to navigate the Internet will ensure that the information
gathered is accurate. In current times, information is no longer accessed through local news or
newspapers. Information is now accessed through the web and, often, this information does not
come from a reliable source. How people access research must also be taught so as not to gather
unreliable information. The third ability is “passion and curiosity”. A flat world has many
intricate parts that can provide a variety of opportunities to take a person’s curiosity and passion
to greater heights (Friedman, 2007). Understanding what motivates a person in various aspect of
his or her life will enhance the experiences and opportunities available. Passion and curiosity
can support how students respond to information. The final ability, “connecting the dots” is
essential to teaching young people in a world where innovation is key. Often, a liberal arts
education is overlooked for math and science. While math and science are important elements in
a flat world, so are the arts, music, and literature. These areas cannot be left behind simply
because they do not provide the knowledge needed to sustain specific job markets. Doing so
would undermine the ability to sustain jobs that would need to be filled. Costa Rica developed
an educational system that is both engaging and interactive. The country’s flat world in
education has in many ways supported a learning environment that incorporates the four abilities
into the curriculum. The influence of corporations and the political structure shaped the
educational system. As a result, the need to produce knowledge-ready workers to sustain the
demand of corporations focused on technology continues to be a top priority for schools and
universities in the country.

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Foreign Direct Investment
Foreign Direct Investment (FDI) is an integral component of globalization. FDI is
defined as “an investment involving a long-term relationship and reflecting a lasting interest and
control of a resident entity in the source country (foreign direct investor or parent firm) in the
host country” (Razin & Sadka, 2007, p. 1). Through FDI, national leaders managed to create a
lasting relationship with companies. This relationship created the opportunity for investors to
maximize the growth in capital of exports. Perishable products, which were in demand in the
late 80s, were now behind a new export known as electric and electronic products, which
accounted for 28 percent of exports in 2003 (World Bank Group, 2006). What made FDI in
another country a buy-in for these companies were exemptions from paying taxes. Not having to
pay taxes meant that more money would be invested and provided companies with long-term
benefits. Costa Rica would stand to gain from its decision to become a global hub for investors.
The Export Processing Zone regime gave companies the ability to import their products free of
income tax for a period of eight years and pay only half of taxes owed for the next four years
(Rodriguez-Claire, 2001). The opportunity to invest became an attractive feature for companies,
as it would ensure diversification of product as a result of location and availability of production.
This section focuses on the impact that FDI has had on the economy and influence on the job
market.
Costa Rica built its reputation by becoming a model country when it comes to foreign
investment, and Intel’s decision to invest has been, by far, a contributing factor to its success.
Perhaps the most significant way that this country has remained in the forefront is a result of the
signaling effect and, with Intel now on board, media can communicate regarding this new
relationship and the benefits of FDI in Costa Rica and the rest of the world (World Bank Group,
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2006). The country quickly responded to the changes that an investment such as that of Intel
brought. The rapid actions of CINDE, the Minister of Foreign Trade, and President Figueres
were instrumental in communicating the message to other prospective investors (World Bank
Group, 2006). The result of the decision to open doors to foreign companies set precedent for
other investors to follow, and created opportunity for any investor. CINDE had a vision that was
specific to building on the growth and wealth of the country by inquiring about companies whose
focus was on electronics, medical devices, and information technology services, which attracted
FDI and made the nation the Latin American country with the most FDI in the last ten years
(Cordero & Paus, 2008). By focusing on high-tech investments, Costa Rica established itself as
a country with an emphasis on the 21
st
century.
Economy
The lack of diversification of a country is often what prevents it from competing and
sustaining the demands of a globalized society. Attracting foreign companies focused on
technology was the reason CINDE became involved and why the government created incentives
for sectors such as electronics, pharmaceuticals, and tourism (Schuler & Brown, 1999). These
incentives served not only to attract foreign investors, as was the plan from the beginning, but
also to welcome diversity so as not to limit itself from potential investors. In doing so, CINDE’s
efforts created a more developed economy focused on skilled-labor versus unskilled-labor
industries (Rodriguez-Claire, 2001). The wealth that FDI brought is a benefit to both investors
and citizens. Investors are able to mobilize their products with great return on investment and
the citizens have made great gains in their educational endeavors with regards to professional
careers as a result of human capital. In addition, competition for FDI amongst other Latin
American countries became a focal point for governments in particular to nontraditional
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industries. Nelson (2005) contends that it is a government’s level of autonomy that creates
opportunities to promote FDI to other countries, which, in-turn, builds human capital. As a
developing country, Costa Rica reaped the opportunities that FDI provided by maintaining a
strong relationship with investors while strengthening its economy. Li and Liu (2005), on the
other hand, argue that developed countries are expected to have greater human capital and,
therefore, stand to benefit more from FDI than do developing countries. In terms of what this
truly says about a country whose resources are not as extensive as those of the United States,
even with a small contribution, the nation has been able to further develop its economy by
attracting industries that are diverse and expandable within the country.
In a study by Schuler and Brown (1999), three different areas were investigated that
showcased substantial foreign investments in Costa Rica. The three investors: Stone Container
Corporation, Grupo Barcelo, and Intel were different with regards to the product developed and
the amount of money invested in the country. Stone Container Corporation (SCC), based in the
United States, was a paper and timber company. Due to stringent laws against deforestation, the
company sought a location that provided greater access to trees without affecting the natural
habitat. Therefore, open land space became a stable home for SCC. The investment of this
MNC meant that, aside from the exporting that would take place between both countries, Costa
Rica stood to gain $12 million in revenue. In addition, the benefits of such an opportunity would
be three-fold because such a move would (1) create job opportunities where an already weak
economy existed, (2) continue the discussions regarding the environmental problems of the
country, and (3) build on land that would otherwise not be of any value as a result of past
harmful agricultural practices (Cordero & Paus, 2008; Schuler & Brown, 1999).
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Grupo Barcelo: Hotel Playa Tambor was the second MNC based in Spain that invested in
Costa Rica. With the need to attract tourism and with tourism itself growing in the country, the
opportunity to become the destination of choice was created in 1991, when Grupo Barcelo
constructed a $28.5 million megaresort. This new adventure would not only increase tourism but
would create jobs and support the economy. The final and perhaps greatest investment that
catapulted the nation to the forefront of high-tech surplus occurred with the 1996 investment of
Intel. With the largest investment to date of $500 million, Intel built a semiconductor assembly
and testing facility to support its development of high-tech products for export. The decision to
allow Intel into the country was well received and became a joint effort led by President Figueres
as well as other government officials, and institutions of higher education, including the
University of Costa Rica (UCR) and the Technological Institute of Costa Rica, were inspired to
support FDI and the increase in surplus to the country (World Bank Group, 2006).
Intel has been instrumental in building a business ethic through a value system focused
on competing on a global level. Intel’s work established a code of conduct known as “corporate
responsibility” that supports and guides the actions of employees, business leaders and partners
while safeguarding the integrity of an established organization (Intel Corporation, 2013). Intel
not only provided employment but also maintained continuous training for employees through
job shadowing and increased awareness of the company’s role through various programs
designed to recruit future employees (World Bank Group, 2006). The programs instituted in the
country supported Intel with recruiting individuals to be part of their programs, therefore
decreasing employee attrition rates (Rodriguez-Claire, 2001). Intel not only brought technology
and innovations to a country that had been very focused on agriculture, but it also changed the
way individuals learn.
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Employment
The success of FDI welcomed an era where the job sector focused on seeking knowledge-
ready employees who can develop and adhere to the demands of a growing economy. Intel has
been a key figure in the development of the country’s economy with the creation of 2,800 new
jobs in electronics and construction (Intel in Costa Rica, n.d.). The creation of new jobs
supported the development of knowledge-ready employees who can contribute to the growing
economy. In a Gallup World Poll on what the world wants, the responses had nothing to do with
love, shelter, food, money, safety, or peace but, rather, a desperate need for jobs (Clifton, 2011).
Jobs provide security and stability; two important factors that contribute to job satisfaction,
which is what Intel and the creation of jobs has done. By investing in the manufacturing of high-
tech products, Costa Rica profited from Intel’s design through the development of its educational
foundation focused on science and technology (CINDE, n.d.). Through this collaborative effort,
schools produce professionals who have the skills necessary to work with high-tech products,
which allow the existing relationships with investors to continue.
The wealth of a country is a result of what can occur when access to jobs is not limiting.
The larger the Gross Domestic Product (GDP) of a country the greater the availability of jobs.
GDP is defined as the “monetary value of all goods and services produced in a nation during a
given period of time, usually one year” (Brezina, 2012, p. 4). Countries like the United States
(U.S.) and China have been able to maximize their GDP as a result of their growing economy.
While job access in the U.S. is still not at an all-time high as a result of the recession in 2007, it
has been able to maintain a sustainable GDP when compared to other countries. In order for a
country’s GDP to sustain itself over time, a country must continue to invest in goods and
services that will produce the need for jobs. Currently, the U.S. has a GDP of $15 trillion
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compared to China with $6 trillion (Clifton, 2012). As a global exporter, China has the means to
reach the U.S. and ultimately surpass its GDP. If, indeed, such a change would occur, the U.S.
would lose its position as the world leader. These changes would greatly affect the economy and
the position of power that the U.S. has held. However, many years must pass before something
of this magnitude actually occurs. Countries thrive in their ability to establish themselves on the
basis of wealth. The global economy provides the opportunity for countries to compete with
other countries in a global market.
Countries that build a strong work force through the production of goods and services
will benefit from a healthy economy. A country’s GDP is the result of the goods and services
that contribute to and increase its economy on a yearly basis. Costa Rica attained a GDP of
$45.10 billion at an annual growth of 4.8 percent (“The World Bank”, 2014). This is an
indication of steady and healthy growth in the last two years. Much of the gain in GDP has an
intrinsic connection to Intel. However, just as the country stands to gain from its partnership, it
has also experienced a loss (World Bank Group, 2006). When the economy in general suffers, it
affects all sectors in all parts of the world. Costa Rica is not immune to economic downturns and
will feel the impact in the same way that other countries do. While the current GDP amount in
no way mirrors that of other developed countries, it is a strong indication of what occurs when a
country mobilizes itself and builds on opportunities. Countries must envision their success, not
by racing to the bottom, but by racing to the top (Friedman, 2007). The focus in this case must
be to consider how to best maximize goods and services in an effort to reinforce the economy.
In doing so, the economy will become stronger, which in-turn will generate greater opportunities
for continued partnerships with investors. There will be plenty of jobs for people with the right
knowledge, skills, ideas, and self-motivation to access them (Friedman, 2007). As the economy
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becomes stronger, there will continue to be a need to develop the types of workers who will be in
high demand.
Education System of Costa Rica
Costa Rica’s economic growth is a prime example of how a small country can compete in
a global economy. The contributions made by FDI and a GDP that increases at a steady pace
keep this country on the rise. However, this would not be possible without the increase in
technical training and professional education (CINDE, n.d.). The country maximized not only its
investment opportunities, but also the academic success of its knowledge-ready workers. The
need to develop professionals who can take charge and apply the skills necessary to keep up with
demands from employers is growing at a rapid pace. Professionals with academic degrees will
be in high demand as the need for technology continues. This section discusses the integration
of Science, Technology, Engineering, and Math (STEM) education with a focus on science
curriculum, Project-Based Learning in the classroom and the NSTF.
STEM Education
The need to bring more professionals into the fields of STEM has been a driving force in
the creation of more jobs. STEM originated in the 1990s and was influenced heavily by the
National Science Foundation (Sanders, 2009). The main purpose of STEM education is to equip
the next generation of citizens with skills to carry public discussions in science (Pryor & Kang,
2013). Costa Rica has been active in heeding the need for STEM education, which is directly
tied to the global economy and MNCs of the country. In the 1980s, law No. 7169 was enacted to
promote scientific development in the country (Estado de la Educacion, 2010). The law came in
response to FDI and the development of MNCs. As a result, the state of the global economy
coupled with the focus of science in education forced policy-makers to determine ways to
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promote STEM field majors to students. STEM education has been instrumental in producing
knowledge-ready workers who support the demand of MNCs like Intel. Intel’s decision to invest
in Costa Rica brought a wealth of educational resources into the country. A top priority for Intel
Costa Rica was the promotion of education in elementary, high school, higher education, and in
the community. The goal was to promote 21
st
century skills in addition to science, math, and
engineering (Intel in Costa Rica, n.d.). Promoting these skills would support students in
determining how they interact and gain knowledge within careers across STEM disciplines.
The structure of effective learning must incorporate curriculum supported by a strong
learning environment. The foundation of STEM curriculum is the focus of schools and
universities in Costa Rica. Education, particularly higher education, benefited substantially from
a curriculum that is driven to produce highly trained and qualified individuals. Students who
complete programs within institutions of higher education in Costa Rica are being highly
selected by MNCs to support in high-tech areas (CINDE, 2013). The result is a more structured
and competitive field of science in Costa Rican schools. With science education in Costa Rica
becoming a national mandate, Intel’s Teach Program in collaboration with the Ministerio de
Educación Publica (MEP) also known as the Ministry of Education and the Omar Dengo
Foundation have supported this mandate by developing and training teachers in technology and
student interaction (CINDE, 2013; Estado de la Educacion, 2010). This mandate is consistent in
emphasizing science education from an early age while contributing to teacher knowledge. As
more high-tech MNCs continue to establish themselves in Costa Rica, science education
becomes a vital component within schools. When science instruction begins, typically in middle
school, the opportunity for students to learn the material is overtaken by curriculum that is
unfocused and teacher knowledge that is weak in both content and instruction (National
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Research Council, 2004). When this occurs, a student’s likelihood of excelling and pursuing a
career in science is diminished. Teachers must have a thorough understanding of the material
and an even greater understanding of how to teach it. Teaching is an art form that must be
entertained with information and material that aligns with the subject being taught (Estado de la
Educacion, 2010). The MEP in Costa Rica was instrumental in the creation of educational
programs consistent with the trends of the country. In 2010, MEP created 10 strategies that
supported in developing a more rigorous approach to education, in particular to science
education:
1. Getting students to learn what is relevant and learn it well.
2. Ensuring students learn to live and build fostering relationships.
3. Develop productive and entrepreneurial skills of adolescent populations, youth and
young adults.
4. Promoting sustainable development and a healthy lifestyle within student populations.
5. Ensure the right to quality education.
6. Systematically raise the quality of human resources of the education system.
7. That assessment is not an autopsy, but an instrument of change.
8. Ensure that, in their administrative procedures, the MEP offers a timely, appropriate,
responsive, efficient and friendly service.
9. Making schools an administrative authority in the MEP to achieve an infrastructure
that is proper, adequate, and appropriate.
10. Building a quality school, the axis of Costa Rican education.
Each strategy is instrumental in creating sustainable and quality education reform for the
country. The implementation of these 10 strategies by the MEP ensured that education in Costa
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Rica is based on a system of academic excellence not only focused on curriculum and teacher
education but also on student success.
The success of science education depends on teaching curriculum that is built on problem
solving. According to the Estado de la Educación (2010), no teacher preparation program in
private or public universities provide students with the lab experience to construct and process
scientific knowledge. In teaching science, the curriculum itself does not allow for a thematic
articulation between disciplines. The organization of science curriculum in secondary education
is aimed at preparing students to pass exams rather than to develop the student’s learning and
understanding of science. Public universities have historically led science teacher training.
However, in recent years some private universities incorporated plans to create teacher-training
programs in the field of natural sciences (Estado de la Educación, 2010). Costa Rica’s teacher
training in science is characterized by a curriculum that is based on a combination of specialty
and education courses. A third of the credit courses are in the area of pedagogy. Some states
instituted a state licensure requirement before a credential is granted (Luster, 2010). This
indicates that, in order to become a science teacher, a specialty is required in a science discipline
that would complement courses in science education. There is discussion of basic concepts and
principles of knowledge and production within scientific disciplines. Little is analyzed,
discussed and understood about other elements, which reduces the potential for a critical analysis
of knowledge on behalf of those who call themselves science educators (Estado de la Educación,
2010). There is a need to strengthen training programs for science educators throughout the
education system in Costa Rica. Doing so, those who are science educators will not only have
conceptual knowledge of the discipline, but also an understanding of it in all its complexity in an
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effort to make it a comprehensive educational tool to fill in the gaps in science education
curriculum for future generations.
Project-Based Learning
Active engagement through collaboration creates learning opportunities that enhance
student interest. Project-Based Learning (PBL) provides a contextualized authentic experience
necessary for students to scaffold learning and build meaningful science, technology,
engineering, and mathematic concepts supported by language arts, social studies, and art
(Capraro & Slouth, 2013). While both stimulating and encouraging, PBL requires a student’s
active participation in terms of critical and analytical thinking skills. Perhaps the greatest
component of PBL is the necessary collaboration, peer communication, and learning that is self-
directed by each student. As students engage in supporting their own desire to learn, their
experience in the classroom becomes significant.
Project Based Learning is the result of agriculture and the industrial arts era in Europe.
Two prominent figures of PBL are John Dewey and William Heard Kilpatrick. Dewey, a
pioneer in PBL, promoted a student-centered and hands-on approach to learning through his
Constructivist Learning Theory. Kilpatrick, who studied under Dewey, built on the theory that
focused on meaningful student projects that were and curriculum that was not teacher dictated
(Carpraro et al., 2013). Through this method, students collaborate and develop solutions to
problems that they could relate to.
Costa Rica’s integration of PBL in the classroom is influential in building collaboration
amongst students as they build and design various science projects. According to Larmer and
Mergendoller (2012), there are two criteria that build on the importance of projects. First,
students must have a personal and meaningful connection with their project. Second, when
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students find meaning, they satisfy their educational purpose. In addition, the authors provide
eight essentials for PBL that support both engagement and critical thinking for students in the
classroom. When a teacher introduces Significant Content focused on issues in STEM, students
can generate meaning through research. An important component of teaching STEM education
is PBL because it enhances the opportunity for students to create projects that are real while
building on their experience and comprehension (Akgun, 2013). As students increase their
knowledge of STEM related issues, the desire to learn is reflected on a Need to Know. Engaging
students in discussions that contribute to the urgency of an issue allows them to be proactive in
developing projects that can effect positive change. As students increase their understanding of
an issue of interest, creating a Driving Question or sets of questions support in forming the basis
of their project. Driving questions allow students to focus on specific points related to their topic
and “captures the heart of the project in a clear and compelling language” (What Every Good
Project Needs section, para. 11). The next essential is Student Voice and Choice. This element
of PBL is important because students who self-advocate are also instrumental in their own
success. When students are invested in the work they do, the results have a greater impact. 21
st

Century Skills are necessary not only in the classroom but outside as well. Students conducting
projects using PBL also learn to collaborate, communicate, be critical thinkers, and incorporate
the use of technology. Through the implementation of these four elements, students are exposed
to work that is meaningful and reflective of their time and effort. As students are engaged in
Inquiry and Innovation, they also build their knowledge of information to support their interest
and expand on the topic of choice. By collecting information, students have a greater sense of
the problem and generate essential questions that can support their findings. Feedback and
Revision, then, becomes a critical piece in creating a meaningful experience. By collaborating in
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peer-to-peer feedback, the information gathered can be reviewed and assessed for accuracy and
relevance to the topic. This process not only strengthens student relationships but also engages
students in producing a high-caliber project. Finally, a Publicly Presented Product provides
students with the experience of sharing their journey in creating their project. In addition,
students also build their public speaking and presentation skills as they share their findings with
a wider audience.
These eight elements for project-based learning are important for the academic
attainment of students. Similar to the eight essentials for PBL, the BSCS 5E model provides
another alternative to support student engagement in designing and implementing projects. The
Biological Science Curriculum Study (BSCS) was established in 1958 by the American Institute
of Biological Sciences and was the result of a thorough revision of science courses and the
process of teaching to and learning of students (BSCS, 2014). The BSCS 5E Model provides
students with five steps to project design. They support students with engagement by identifying
the problem and limitations, exploration and explanation as a way to research, forming and
analyzing ideas, creating extension as a way to build and communicate with others, and
evaluating by testing, refining, and reflecting (Morgan, Moon, & Barroso, 2013). Student
participation in the local science fair as well as the NSTF is an indication of the academic
learning that is taking place in the classroom. By creating experiences that engage student
learning through active participation, students gain a hands-on approach to learning.
Science and Technology Fair
The science and technology fair has been a part of the academic curriculum of schools in
Costa Rica for several years. In the 1980s, a new law was enacted to promote scientific
development in the country. As a result, CIENTEC, or the Foundation for the Development of
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Science, was created to support legislation to establish the Scientific College system of Costa
Rica (Estado de la Educación, 2010). This period also marked the beginning of the Science Fair
program in Costa Rica's education system as an enriching educational experience. The Science
Fair program is a joint effort with higher education institutions. The Ministry of Public
Education, the Ministry of Science and Technology, and the support of private companies
collaborate to support teachers and students across Costa Rica to develop technology and
scientific research projects (Valencia, 2008, 2009; Estado de la Educación, 2010). Experts in
various STEM fields evaluate student projects. Students may also participate in an international
fair with the support of Intel. Students in Costa Rica have access to a computer clubhouse
created by Intel where they can develop their creativity, problem-solving and technology skills
(Intel in Costa Rica, n.d.). In addition, students from various universities have access to
programming labs that provide a hands-on-approach to learning programming skills that have not
been a part of their classroom curriculum. The influence of technology and science in education
benefits students as well as schools in Costa Rica, building a strong foundation that supports its
science fair initiative.
In 1990, the science and technology fair went through a formal process to be recognized
and was approved in that same year as No. 7169 of the Science and Technology Development
Promotion Act (Valencia 2008). This act outlined the intent and purpose of the science and
technology fairs and how often they occur. The UCR and the Ministry of Public Education were
instrumental in promoting this fair to a younger audience and, in 1996, a program was developed
that connected teachers with the science fair process (Valencia, 2009). The science and
technology fair in Costa Rica had a successful run and, in 1999, the National Science Fair joined
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Intel’s International Science and Engineering Fair (ISEF) which continues to this day (Manual
Programa Nacional, 2012).
A student’s interest is captured when he or she is engaged in the learning process. When
creating a science project is subject to interest, student participation is likely to be minimal. In
2004, a National Decree (#31900 MEP-MICIT) required all 2,300 schools in Costa Rica to
participate (Valencia, 2009) and the fair was incorporated into the national school calendar. The
active involvement of students in the science fair is a result of the continuous development of
science fair participation for all students beginning in preschool and ending with institutions of
higher education (Programa Nacional de Ferias y Tecnología, 2010). The science fair mandate
created an expectation for students, teachers, and schools based on their ability to compete at a
national level. The opportunity to compete is focused not only on the science fair but also on job
availability and security for the future. However, student participation in science fairs does have
its challenges.
Hampton and Licona (2006), examined science fair participation in communities serving
people who are highly underrepresented in science fields. They found that it created a non-
memorable experience for students. The study found no evidence that students were engaged in
meaningful science experiences. In addition, many students experienced inadequate support in
creating science projects. Some students received support from their parents while others
received no support at all and became stressed in the process. In contrast, a study by Czernaik
and Lumpe (1996), of middle and high school students’ attitudes on science fair participation
generated positive results. Student participants expressed the opportunity to learn something
new, grade improvement, receiving money or prizes, having a good experience, impact on
academic record, improving presentation skills, and networking as advantages of participating in
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the science fair. Some disadvantages were waste of time, hard work, nervousness, presenting in
front of people, affecting grades, and failure. However, in relation to the study by Hampton and
Licona (2006), there does seem to be a difference of student expectation and success based on
demographics and location. The disparity that exists between groups is often access. Students in
Costa Rica have access to technology that supports their engagement in science and the science
fair.
Technology provided opportunities for Costa Rican students to apply the skills they
learned in the classroom to create projects that exposed their ingenuity in the sciences. The
science and technology fair is no longer what it once was. The fair has grown to provide
students with the opportunity to showcase their research and creative abilities across the globe.
The projects students produced in various areas of STEM have been showcased in ISEF and
have also received awards (Valencia, 2008; Valencia, 2009). The increased participation in the
NSTF and ISEF validated the importance of STEM and PBL in the classroom. The need for
knowledge-ready workers who can compete in a global economy supports Costa Rica’s decision
to invest in education. Furthermore, learning must be engaging and connected to real-world
problems that students can identify with. Teachers must support student learning through
motivation and an approach that is supportive of how students collaborate and learn.
21
st
Century Skills
The emerging student of today is drastically different than the student of the last ten
years. Today’s student is equipped to compete in an ever-changing technology-savvy world.
Students also come from diverse backgrounds and have a varied approach to learning. The onset
of 21
st
Century Skills in education is integral to sustain effective learning. As the need for
knowledgeable employees increases, education in general must prepare them for the 21
st
century.
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Problem-solving and decision-making skills are critical to how education in today’s classroom
support critical thinking and creativity (Scheicher, 2011). The way in which students are
educated can have an effect on their academic and professional endeavors. A problem with
learning is that it is often the method of giving information rather than allowing students to
internalize the information, ask questions, and become self-learners (Wagner, 2012). This
section discusses Tony Wagner’s seven survival skills that students must adopt in their learning
to be prepared for the 21
st
century. In addition, Partnership for 21
st
Century Skills will be
addressed as a framework that can prepare students for careers in the 21
st
century.
As innovation and creativity change how students learn, it is important to integrate skills
that will meet the demands of the 21
st
century. Tony Wagner (2008) developed seven survival
skills necessary for students in the 21
st
century. The creation of these seven skills is the result of
the feedback received from leaders from various business organizations such as Dell Computer
Corporation, Siemens, and Cisco. In addition, studies were conducted and reviewed to
determine what these business leaders were looking for when hiring new employees. These
leaders connected 21
st
century skills to their roles as professionals and their ability to continue
learning. Seven skills found to be valuable to employers as well as being those that affect the
opportunity for job placement are: (1) Critical Thinking and Problem Solving, (2) Collaboration
Across Networks and Leading by Influence, (3) Agility and Adaptability, (4) Initiative and
Entrepreneurialism, (5) Effective Oral and Written Communication, (6) Accessing and
Analyzing Information, and (7) Curiosity and Imagination. These seven skills are unique and
reflective of the type of individuals who will reap the benefits of a globalized economy.
The first skill is Critical Thinking and Problem Solving, which are important for working
in a global knowledge economy. The jobs of today are no longer focused on an individual’s area
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of discipline, but, rather, on team of individuals who can work together and find solutions to
problems that have been identified (Wagner, 2008). It is no longer enough to have a
specialization without the ability to think from a critical perspective coupled with the process of
solving complex problems. This task in many ways mirrors PBL because the objective is
focused on solving problems with minimal to no guidance. Companies seek individuals who
express a desire to lead without being led.
Second, Collaboration Across Networks and Leading by Influence are essential in
building strong relationships with individuals who can provide resources needed to accomplish a
task. The opportunity to use technology as a way to work with others creates the opportunity to
collaborate across continents. Having an understanding of the implications of this kind of work
environment will support the need to have a more autonomous working environment while
engaging in work that supports an individual’s ability to trust his/her own work as well as the
work of others. By applying this skill in the classroom, students benefit from collaboration that
is driven by the desire of students to take interest in leading and engaging in their learning.
Third, Agility and Adaptability supports individuals in an ever-changing job market.
Employees must be able to learn and adapt to the demands of the job. Being effective in their
roles as employees does not only imply that they can do the job well. They must also adapt to
the changes that come with an evolving economy. Employees should see training as a temporary
pattern of doing something with the potential to change. Therefore, flexibility in learning is an
important quality of the 21
st
century learner (Wagner, 2008).
The fourth survival skill is Initiative and Entrepreneuralism. Leaders of today look for
creative and self-directed individuals. In addition, leaders seek individuals who are
entrepreneurial in their approach to “seek out new opportunities, ideas, and strategies for
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improvement” (Wagner, 2008, p. 32). Individuals must understand that employers need
employees who are not limited to doing a single task, but rather, are open to a variation of tasks
that will influence collaboration without guidance.
The fifth survival skill is Effective Oral and Written Communication. The ability to
communicate effectively in a professional setting can be a reflection of the type of learning that
occurs in the classroom. Coker and Lewis (2008) list eleven key elements (in order of
importance) of adolescent writing instruction. However, only the top five elements are discussed
here: writing strategies, summarization, collaborative writing, specific product goals, and word
processing. The success of implementing these five elements in the classroom supports
instruction through application of self-regulating methods and one-to-one learning,
summarization of what was read for understanding, group work focused on the steps within the
writing process, realistic/attainable goals when writing, and the use of word-processing
equipment to develop writing and communication skills (Coker & Lewis, 2008). The knowledge
gained through these five elements can reinforce the skills that employers require. In an era
where technology is essential in communication over email, the World Wide Web, and
Skype/Google chat, proper skills are necessary.
The sixth survival skill is Accessing and Analyzing Information. With the availability of
the Internet, individuals can access and gather information at rapid speeds. However, all of the
available information must be analyzed for content and accuracy. In addition, due to the amount
of information available, it must be evaluated from various sources.
Lastly, the seventh survival skill is Curiosity and Imagination. Wagner (2008) compares
the ability to succeed in today’s job market to what senior consultant for McKinsey and
Company, Michael Jung, Ph.D., refers to as active adaptiveness. The idea stems from a need for
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employees to not simply adapt to the working conditions set by their role, but, rather, to find
ways to incorporate creativity and innovation in the work they do. Being authentic also builds
on the credibility of what employees are able to produce.
The organization, Partnership for 21
st
Century Skills is instrumental in fostering 21
st

century learning for students. Through collaboration, the partnership advocates for schools,
districts, and states to inculcate 21
st
century skills into the classroom (“Partnership for 21
st

Century Skills”, 2008). Like Wagner’s seven survival skills, Partnership for 21
st
Century Skills
consist of four student outcomes that serve as a framework for educators to use with students in
the classroom.
The first student outcome is based on Core Subjects. The core subjects are focused on
English, World Languages, Arts, Mathematics, Economics, Science, Geography, History, and
Government and Civics. Within these core subjects, are 21
st
Century Themes, which reflect the
areas of Global Awareness, Financial, Economic, Business, Entrepreneurial, Civic, and Health
Literacy. Connecting these areas to the core subjects builds a greater awareness for students as
they learn to navigate the skills necessary to compete in today’s job market.
The second outcomes are Learning and Innovation Skills. The greatest misconception of
attaining an education is that individuals will graduate with the skills necessary to fulfill the
expectations within a career of choice (Wagner, 2009). However, students who graduate high
school or college are doing so without the necessary Learning and Innovation Skills. These
skills consist of Creativity, Critical Thinking, Communication, and Collaboration. Without these
skills, students are likely to face challenges in their professional careers. In a study by Casner-
Lotto, Conference Board, Partnership for 21
st
Century Skills, Corporate Voices for Working
Families, and Society for Human Resource Management (2006), 423 employer respondents were
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asked to assess the overall preparation of new employees, recently out of college, by indicating
the level of ability to fulfill entry-level jobs using several markers: deficient, adequate, excellent,
and N/A. When evaluating 2-year college graduates on their level of preparation, employer
respondents indicated 10.8 percent deficient, 70.1 percent adequate, 10.3 percent excellent, and
8.8 percent N/A. When evaluating 4-year college graduates, the results were 8.7 percent, 64.5
percent, 23.9 percent, and 2.8 percent, respectively. The results of the study indicated that less
than half of the population evaluated had the skills necessary to fulfill the expectations of an
entry-level position. This indicates that Learning and Innovation Skills are essential to
sustaining a job.
The third student outcome, Information, Media, and Technology Skills, calls for building
student communication through the use of technology. By infusing technology in the classroom,
students connect their skills on a global level. Lastly, the fourth student outcome, Life and
Career Skills are important as students learn to become self-directed learners and collaborate
with peers on projects. Teachers must also consider ways to make these outcomes more
accessible in the classroom and provide students with the opportunity to be a part of their own
learning experience.
The frameworks by Wagner (2009) and Partnerships for 21
st
Century Skills (2008) are
important in supporting educators and students in the learning process. As the demand for jobs
increases, so does the need for qualified employees. A college degree will no longer be enough
to guarantee job placement. These skills must be incorporated into the academic curriculum so
that students may start to build them early. Students in Costa Rica build on their 21
st
Century
Skills through collaboration in the classroom. The work that occurs in Costa Rican classrooms is
a direct result of the partnerships the country made with MNCs in various sectors.
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Globalization of Education
The commitment that will strengthen an educational system that can employ highly
qualified individuals is essential. While globalization weakens the once imagined neat fit among
language, culture, and nations (Suarez-Orozco, 2001), countries can no longer limit themselves
to making sense of information in a way that is limiting and not reflective of the potential of its
people. Costa Rica’s ability to think from a global perspective by strengthening its educational
system while producing knowledge-ready workers redefined its educational system. The country
became less focused on agriculture, although it remains important, and placed emphasis on
academic attainment for its citizens. This section looks at theoretical perspectives and the effect
of globalization on education. In addition, ten world flatteners are discussed and connected to
how the world evolved, placing education at the top and allowing students to succeed and gain
access to opportunities beyond the scope of traditional jobs.
When compared to globalization, the concept of globalized education has a distinct
meaning. Globalized education, which is the result of globalization, refers to worldwide
discussions, processes, and institutions affecting local educational practices and policies (Spring,
2009). This term refers to the interconnectedness of people and communication; it is focused on
developing relationships, constructing essential questions, and formulating change.
Globalization, while focused on high-tech production, investment, and foreign trade must also
incorporate the educational constructs that are vital to producing knowledge-ready workers.
Spring (2009) introduces three theoretical perspectives that bring awareness to the globalization
of education: World Educational Culture, World System and Postcolonial/Critical Theories, and
Culturalist. A world educational culture stems from the belief that research influenced how
education is comprised globally. In addition, under this perspective, policy on education relies
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on the culture of education across the globe. There is a single approach to learning in the
classroom that is a direct result of a western educational system focused on creating mass
schooling for all. Students of various backgrounds/needs are afforded the right to an education,
including females. To support academic instruction, it is essential to hire individuals who have
the necessary credentials to teach. Like in western education, “credential societies” are created
to ensure that only educators with appropriate credentials may be hired to work as teachers (pg.
13). A world educational culture serves as an elite model of education formed as a result of
research focused on best practices for educators.
World system and postcolonial/critical theories differ in that educational ideas are seen as
an expectation of agencies in position of economic power. According to Spring (2009), world
system theorists see the world from two different perspectives; one part is comprised of countries
that wield power (developed countries) and a second part is comprised of developing countries.
Countries like the United States have been at the forefront of instilling academic values that
would otherwise not exist in developing countries. For world system theorists, a western
academic system is favored as a result of the influence of world leading organizations that have
an economic investment in research, institutions of higher education, and a testing method that
determines academic preparation.
Those who subscribe to the third theoretical perspective, culturalist, believe that the
world with regards to global education is not accessed through one model alone, but through
various models that allow the use and access of academic ideas. For these theorists, educational
policies and goals are not aligned. Methods that are often borrowed are changed to mirror the
needs of other countries, which validates the lack of a global academic system created by global
organizations (Spring, 2008; 2009).
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These theory perspectives have contributed to the way that countries have come to
understand education. As the world evolves, education also evolves and the changes that result
affect how individuals must adapt. Thomas L. Friedman (2007) identified ten forces that have
flattened the world: (1) 11/9/89 The New Age of Creativity: When the Walls Came Down and the
Windows Went Up, (2) 8/9/95 Mosaic, (3) Work Flow Software, (4) Uploading Harnessing the
Power of Communities, (5) Outsourcing Y2K, (6) Offshoring Running with Gazelles, Eating with
Lions, (7) Supply-Chaining Eating Sushi in Arkansas, (8) Insourcing What Can Brown Do For
You? (9) In-Forming Google, Yahoo, MSN Web Search, and (10) The Steroids Digital-Mobile-
Personal-Virtual. These flatteners revolutionized the way individuals communicate. The first
flattener provides context in understanding what can occur when a country like Germany comes
together and tears the Berlin Wall to the ground. This action on behalf of its citizens changed the
way many countries live today. Doing so shifted the direction of power to individuals who
sought a democratic government and an equally balanced economy not just in the Soviet Empire
but also across the globe (Friedman, 2007). This era also brought forth the emergence of the
personal computer, which advanced individuals in their ability to participate on a global
platform.
The second flattener introduced the Internet in the early 1990s and, by the late 90s, it was
being used by the masses and the creation of the Internet was revitalized. Maroki (2001)
discusses four major drawbacks in not implementing the Internet into the curriculum, “diverting
the purpose of the internet in providing beneficial and relevant information to the educational
process, the replacement of the curriculum, the disappearance of the book, and the erosion and
negligence of the mind” (pg. 36). However, the use of the Internet in education created a
generation of students able to build, design, and create projects that would otherwise not be
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possible. The third flattener brought forth the integration of the workflow software. This
program facilitated the ability to create and share information with others, making collaboration
between companies a new way of doing business. In addition, a program known as Simple Mail
Transfer Protocol was developed that enabled the sending and receiving of electronic mail
(Friedman, 2007). The fourth flattener created a whole new way of sharing information through
blogging, Wikipedia, and podcasting as a result of community developed software. These sites
allowed individuals to upload content and share the information with others. The fifth flattener
provided a way for jobs to be outsourced into other countries. With Y2K came a change in the
way that business was conducted. India became a power country because of the use of the fiber
optic cable and gave way to how the United States provided call centers for its customers
halfway across the world.
With the introduction of outsourcing came offshoring, the sixth flattener. China’s move
to join the World Trade Organization changed the way most companies were doing business.
Offshoring provided the opportunity for companies to move whole factories to other countries
with the intent of providing the same services and producing the same products at less cost to the
manufacturer. In some regards, Intel’s decision to invest in Costa Rica and build manufacturing
plants in the country resembles this flattener. However, Intel has many factories across the
globe, which indicates it has not completely moved its business from one country to another.
The seventh flattener changed the way MNCs are meeting the demands of consumers. Wal-Mart
is a multi-billion dollar company that made its wealth through a system called supply chaining.
By determining the needs of its consumers, the company began to acquire products from various
suppliers, retailers, and customers to create value (Friedman, 2007). Wal-Mart did not have to
create its own product because they used third party companies to supply their stores. This
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created a large profit for the company and ensured that prices would be lower as a result of
supplying products based on customer needs.
The eighth flattener, unlike the seventh, provides services to its consumers on a smaller
scale. By insourcing product needs, the United Parcel Service (UPS) transformed the way it
conducts business. UPS partnered with Toshiba and Nike not only to deliver products but also
fix broken computers and inspect and package shoes respectively. This company acquired a
method of connecting with their customers while developing new ways to be of service. The
way in which people gather information evolved through the use of search engines like Google,
Yahoo!, and Bing. The ninth flattener provided individuals with ways to search for information
through a computer. Access to information facilitated the process of researching a topic or
information through the Internet. Information can now be gathered faster than before. Education
has benefitted from this phenomenon, especially in institutions of higher education where
research is often the norm.
Finally, the tenth flattener is composed of four frames: Digital, Mobile, Personal, and
Virtual. The creation of PC/Windows provided the development of digital manipulation of how
information is shared via “photography to entertainment to communication to word processing to
architectural design” (pg. 187). Within seconds, information can be shared with the masses.
Mobile access is more of a necessity and not only for its official use but also because of what an
individual can access from his or her mobile phone. This also makes information personal
because it is created by and sent from an individual’s own device. The source of the information
then takes on a virtual form, as it is able to reach recipients at a fast speed.
The three theoretical perspectives demonstrate the belief systems that shaped the
structure of education. The perspectives shared by these theories serve as a reminder that
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education can take on a global approach within the capacity of the individuals who are served.
These theoretical perspectives are different in that world educational culture is focused on
building on the skills of individuals, world system and postcolonial/critical does not posit the
intent of global education as consistent across all nations, and culturalists believe that multiple
frames of education can be applied at various levels. Each perspective contributes to how
education functions as a system and how it is understood across the globe. The ten flatteners
serve as a response to education on a global level. Each flattener affected the way organizations
collaborate, communicate, and operate. Through the use of technology, organizations changed
how business is conducted. Without incorporating teaching methods that are innovative in
nature, students will lack the skills to be critical thinkers (Akgun, 2013). As a result, education
must develop a global perspective that meets the needs of all students.
Design of Learning Environments- STEM Project-Based Learning
Learning is an important component of how individuals create meaning of information.
Rarely are conversations in the classroom engaging and reflective of meaningful discussions that
allow students to access their “background knowledge” on a topic (Shanklin, 2006, pp. 64). The
introduction of programs in K12 education, such as professional learning communities and
Common Core, allowed educators to collaborate. However, students are not provided the
opportunity to collaborate with their peers as their teachers do. Students in institutions of higher
education are expected to be active participants who can apply critical thinking skills in the
classroom. These skills must be taught at an early age so that students are able to build
consistency as they learn and make sense of new material/information. Students must be taught
in an environment that is inviting of creativity and collaboration. This section will focus on
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STEM Project-Based Learning as a framework for how students engage in the process of
learning and internalizing information.
The impact of globalization and the involvement of Foreign Direct Investments and
Multinational Corporate Responsibility in Costa Rica influenced the role of education.
Education for this country is no longer focused on the basic principles of learning but, rather, on
the ability of students to foster their learning by increasing the economy and improving the
quality of life of its citizens (CINDE, 2013). As students build on their success, they can access
not only local education but also education outside of the country through foreign graduate
degree programs. As a result, classrooms in Costa Rica focus on building student relationships
through active engagement in projects with an emphasis on STEM (Manual Nacional, 2012).
Schools in Costa Rica can reinforce classroom instruction through the application of Slough and
Milam’s (2013), design of learning environments. These environments consist of four designs:
Making Content Accessible, Making Thinking Visible, Helping Students Learn from Others, and
Promoting Autonomy and Lifelong Learning. The focus of this framework is to serve as a
catalyst for students and teachers by allowing students to learn and teachers to provide
instruction that reinforces student engagement and self-discovery (Slough & Milam, 2013).
Making Content Accessible allows students to connect what they are learning with prior
knowledge. Students often struggle when they are not able to create meaning or apply new
information to what has already been learned. Teachers must identify areas of interest that
engage a student’s ability and desire to take an active role in his or her learning. In addition,
teacher instruction must define student expectation and allow students to generate questions that
are not teacher led but, rather, developed through student inquiry. As developing educators,
teachers must support students with scaffolds and feedback that allows them to reexamine their
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own process in creating/developing projects (Slough & Milan, 2013). To effectively support
students in this process, teachers must constantly revert to purpose and expectations for students
as a way to set precedent.
In many ways, Making Thinking Visible is an adaptation of the previous design principle.
However, while the former sets the expectation that students must develop their own
understanding, the latter is focused on the idea of modeling what is expected of students. When
information is modeled as a way to aid in the creation of new ideas, students are more likely to
understand and execute with confidence what is expected of them as learners (Slough & Milam,
2013). Students must apply thinking that provides a visual interpretation through scaffolding.
This process provides students with the opportunity to enhance their learning as they reflect on
the experience and develop new skills.
The next design principle, Helping Students Learn from Others, focuses on the social
aspect of how students build relationships with others. Active listening is an important
component of the design principle because students are encouraged to not only listen but also to
learn from each other. As students learn from each other, they also build their leadership skills,
which is a key factor that is missing in many STEM-related organizations (Sansone & Schreiber-
Abshire, 2011).
Schools must incorporate leadership skills into classroom instruction. While some
students may have mastery of content, they do not always have the skills to be effective leaders.
Therefore, teachers must provide students with the opportunity to develop criteria, conduct self-
evaluations of their progress as well as that of their peers, communicate how projects connect,
and critique interpretations of projects made by others (Slough & Milam, 2013). As students
build relationships and collaborate with their peers, they also contribute to their capacity as
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leaders. The final design principle, Promoting Autonomy and Lifelong Learning supports student
inquiry and promotes academic autonomy. The learning process for students is often clouded
with expectations that do not meet their interest. Providing students with assignments created to
keep them occupied rather than engaged detracts from the learning process as well as from
producing a meaningful experience. The classroom is a place that can provide students with the
opportunity to engage in unstructured learning, further explore interest, collaborate on projects
and open-ended problems, and engage in various approaches to learning (Wagner, 2012).
Students cannot be in an environment that is driven strictly by the teacher, as this can cause the
student to lose interest in the lesson.
The four design principles developed by Slough and Milam (2013) are frameworks that
support student learning and teacher effectiveness. Both students and teachers have an active
role within each of the four principles that are reflective of how meaning and value are created in
the classroom. The ability to incorporate these principles ensures that students build on the
content they learn by internalizing information that can later be applied to their career of choice.
Teachers must allow this process to take place in the classroom and challenge students to take
the lead on projects as well as become leaders inside and outside of the classroom.
Summary of the Literature
In conclusion, Costa Rica benefited from FDI by becoming a resource for MNCs.
Through these partnerships, jobs were created that support the demand for knowledge-ready
workers. The needs for these types of workers reinforced the educational system and made it
more inclusive of the skills necessary to compete in a globalized economy. The increase of FDI
into the country influenced instruction in education. As more companies invest in Costa Rica,
the demand for knowledge-ready workers will continue to increase. The affiliation with MNCs
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also drove the country’s participation in the NSTF, which has been instrumental in providing
students with the opportunity to create and develop science projects that prepare them for jobs
that require 21
st
century skills.

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CHAPTER THREE: METHODOLOGY
Costa Rica, a small country in Central America once focused on agriculture, coffee and
banana exports, transitioned its focus to technology-based goods. Change affected the country’s
transition to focus on education reform. The change was the result of the downward spiral in
education the country experienced in the 1980s (Rodriguez-Claire, 2010). Education, during this
time, suffered tremendously and the impact left by this era created an awareness of the present
need for knowledge-ready workers. This incident brought forth the demand for a technology-
and knowledge-driven economy, which created the initiative that placed computer laboratories in
schools (Rodriguez-Claire, 2010). The decision not only reinforced the country’s focus on
technology but also the need for a system of education tailored to meet the necessities of
companies focused on a knowledge-based economy (Monge-Gonzalez & Gonzalez-Alvarado,
2007).
The research team for the current study was comprised of 14 doctoral students from the
Rossier School of Education at the University of Southern California under the direction of Dr.
Michael Escalante and Dr. Oryla Wiedoeft, who served as his teaching assistant. In an effort to
conduct appropriate research, the team of doctoral students met on a bi-monthly basis. The
objective was to examine and understand the present literature related to the study, develop
research questions to drive the study, and review and understand the framework that would
contribute to the study. These three areas provided an understanding of how globalization,
Foreign Direct Investment (FDI), and Multi-National Corporations (MNCs) influenced STEM
(science, technology, engineering, and math), Project-Based Learning (PBL), and the National
Science and Technology Fair (NSTF) in schools and universities. As a result of this study being
a part of a thematic dissertation, some similarities may result among dissertations.
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The purpose of this study was to examine the influence that globalization, foreign direct
investment, and multinational corporate responsibility has had on the curriculum and practices in
schools and universities in Costa Rica. Furthermore, the relationship between STEM education
and economic growth were studied. This study will also examine how the mandated national
science fair influences the use of PBL to build human capital and prepare students for 21
st

century jobs, particularly in the fields of science, technology, engineering, and math.
Three research questions guided the study:
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 participation in the national science and technology fair influenced
implementation of 21
st
century skills through the use of project-based learning and
technology by teachers across all curricular areas? How has this use influenced
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?
This chapter describes and informs the procedures that were used to address the research
questions: (a) Research Design, (b) Sample and Population, (c) Instrumentation, (d) Data
Collection, (e) Data Analysis, and (f) Ethical Considerations.
Research Design
This study aimed to address the research questions using a qualitative approach. It was
necessary to implement qualitative research in a qualitative study to understand how
globalization, FDI, and MNCs influenced education for students, educators, business leaders, and
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political leaders. Qualitative research can be studied from multiple perspectives and provides the
researcher with the opportunity to conduct research based on his or her objective. Merriam
(2009), defines qualitative researchers as individuals who have a desire to understand how others
interpret their life experiences as well as those factors that create meaning in one’s life and the
world that an individual comes from. In qualitative research, it is important to maximize the
time spent on gathering information from observations and interviews. Within this type of
research, it is important to study a relatively small number of participants or situations in an
effort to preserve the individuality of each component in the analysis (Maxwell, 2013).
Qualitative research is important in this study, as it relies on observation and written description
(McEwan & McEwan, 2003). The research methods employed best supported this study and its
intended purpose.
Qualitative research does not lend itself to one single approach. Within this type of
research there are several approaches - a difference that is evident when considering a
quantitative approach. The qualitative research approaches of ethnography, grounded theory,
case studies, phenomenological research, and narrative research are known as strategies of
inquiry that provide structure to the type of research design (Creswell, 2009). A case study was
conducted to determine how the role of education has influenced Costa Rica. According to
Merriam (2009), a case study is “an in-depth description and analysis of a bounded system” (p.
40). In addition, a case study is focused on understanding and further exploring the “what”
within a bounded system. Through this system, the researcher can focus solely on the problem
and not outside factors that can change the direction of the study. In addition, Merriam identified
characteristics of case studies as special features that include particularistic, descriptive, and
heuristic. A study that is particularistic is focused on a particular situation. The case study is
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important because of what it reveals about the situation and, ultimately, what it represents for
those involved. A study that is descriptive in nature not only provided a story of the
phenomenon of the study but also told a story that supports what transpired over a period of time.
The use of thick descriptions reflect what anthropologists refer to as holistic, lifelike, grounded,
and exploratory descriptions that convey the researcher’s understanding of the case study
(Merriam, 2009). Finally, a heuristic study provides insight into why situations are the way they
are as a result of case studies. The result is a qualitative study that is valued for its ability to
capture depth of content that is comprehensible and provides reasoning behind the data that was
collected. Merriam (2009) also explains that there are three types of case studies: historical and
observational, intrinsic and instrumental and multisite. A multisite approach allows the
researcher to study multiple cases within a case study. While multisite case studies can be
difficult to manage, such an approach can strengthen the external validity of the findings
(Merriam, 2009).
This study used data from multiple sources of information and sites. Triangulated data
served to effectively conduct interviews, observations and surveys with participants who
included students, school leaders, business leaders, and policymakers. A conceptual framework
supports the researcher in identifying similarities amongst assumptions, beliefs and theories that
support and inform the research (Maxwell, 2013). This study was approached using the
following frameworks: (a) Wagner’s (2008) description of 21
st
century skills for learning (b)
Spring’s (2009) theoretical perspectives on the globalization on education and Friedman’s (2007)
explanation of the ten flatteners that led to globalization, and (c) Slough and Milam’s (2013)
theoretical framework for the design of STEM and Project Based Learning in the classroom.

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Sample and Population
The sample and population for this study included Costa Rican educators, students,
business leaders of multinational corporations who invested in the country, and political leaders.
To aid in understanding the influence of the country’s science and technology fair policy on the
educational system, educators, former students who previously participated in the NSTF
participated in this study. According to Patton (2002), purposeful sampling in qualitative
research allows for an in-depth study of a problem. For the purposes of this study, the research
team gathered data through the following methods: interviewing, surveying and observing.
In the fall of 2013, the research team initiated contact and communication with
individuals from various sectors in an effort to gain access to participants from different
locations in the country. Dr. Wiedoeft was instrumental in establishing the connections that have
eventually become relationships with individuals charged with the task of leading the sites and
people who were studied. Members of the research team created a list that included contact
information of members in various sectors of education, business leaders and political leaders as
part of the study.
Educators and Students
In June of 2014, the research team flew to Costa Rica to study schools and institutions of
higher education that were partnered with Intel. Campus administrators leading the department
were also interviewed and asked to complete a survey. They were Director Christian Jiménez
Fonseca, Academic Coordinator Fabrizio Mendez Goméz, and J. Emilio Fonseca C., Coordinator
of Technology. In addition, classroom observations were conducted to capture data on the
impact of globalization, science and technology fair policy, and MNCs focused on education in
the country. Current Intel ISEF students who participated in this year’s fair were interviewed
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and surveyed. They were: Maria Luisa Ortiz Torres and Maria Fernanda Ramirez Monge.
Former Intel ISEF students were also interviewed and surveyed. They were: Mariana Quesada
Morera and Rolando A. Retana Badilla. Faculty members who worked with those students were
also interviewed and surveyed. They were: Alejandro Loría Jiménez, Coordinator of Electronics
and teacher of electronics, Carlos Eduardo Acosta, current teacher and advisor to Intel ISEF
participants, and Jose Fabian Garro, current teacher and advisor to Intel ISEF participants.
Business Leaders: Multinational Corporate Executives
During the time that the research team was in the country, members also interviewed and
surveyed executives of Multi-National Corporations (MNCs). To learn of CINDE’s role in
attracting MNCs to the country, the team interviewed Vanessa Gibson, Director of Post-
Establishment at CINDE. A key member in the collection of data was Mary-Helen Bialas,
former Director of Educational Programs and Outreach for Intel in Costa Rica. Ms. Bialas
supported the team’s efforts by making schools, universities, as well as current and former Intel
ISEF participants accessible for interviews, surveys, and observations. Her role provided further
support in understanding how partnerships amongst schools and universities developed over time
as well as Intel’s role in promoting the fields of STEM in the country.
Political Leaders and Education Policymakers
To facilitate understanding the global impact on education, the research team interviewed
political leaders and education policymakers who were able to share their perspective on the
topic. Consul General Sylvia Ugalde Fernández provided insight into the importance of science
curriculum in schools and universities. The relationship with Intel also connected the research
team with Nathalie Valencia Chácon, Coordinator for the National Science and Tech Fair
program, Silvia Agüello Vargas, former Director of Human Capitol for MICIT, Silas Martinez
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Sancho and Johnnatan Andres Monge Sandoval, both of whom were former General
Coordinators of the NSTF- and current professors at UCR. These interviews connected the
research team with Luis Andres Loría Calderon, the current General Coordinator of the NSTF
and professor at UCR. The researchers were also fortunate to interview Alicia Fonseca
Elizondo, National Assessor for the Ministry of Education whose career span over 20 years and
the current Minister of Education, Sonia Mora Escalante, who recently assumed the position left
by Dr. Leonardo Garnier.
Instrumentation
This qualitative research study required researchers to serve as the primary instruments
for data collection. Four interview protocols, two survey protocols, and two observation
protocols were used as instruments to collect data. The surveys were distributed amongst
teachers, administrators, and students from Intel schools.
The instrument used for data collection was an interview protocol, which supported the
researcher in gathering information from educators, students, business leaders, and political
leaders. All members of the research team collaborated in creating the interview protocols. In
the fall of 2013, the researchers met to develop an interview protocol that included interview
questions, which were finalized in the spring of 2014. The data gathered was triangulated
through the implementation of an observation protocol developed in the spring of 2014, given to
educational administrators and students who formerly participated in Intel ISEF. During the
spring of 2014, participants were contacted through a formal letter that inquired regarding their
willingness to participate and their consent. The letter was also provided and translated into
Spanish (Appendix A). In the spring of 2014, the research team submitted all research
instruments to the University of Southern California Institutional Review Board (IRB) for
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approval. Through IRB approval members of the research team were allowed to conduct an
exempt study on human subjects in a country outside of the United States.
Interview Protocol
In developing an interview protocol, a semistructured approach was used, as it allowed
for flexibility of questions that could guide the use of specific questions during an interview
(Merriam, 2009). Additionally, the researcher could gather information that was specific to
answering the research questions and build on the response of the participant. In order to gather
information that would answer the research questions, the research team developed
instrumentalist questions. Maxwell (2013) describes instrumentalism as the way that these
individuals formulate their questions to determine whether the data is observable and
measureable. It was important for the research team to ensure that the data collected reflected
the purpose of the study.

The research team met in the spring of 2014 to create an interview guide that was used
with all participants. The research questions served as a frame that supported in creating
interview questions. In addition, an interview protocol was created to collect data from the
following participants: Policy/Government Agencies (Appendix B), Business Leaders (Appendix
C), School Leaders (Appendix D), and Students, including former Intel ISEF participants
(Appendix E).
Each interview question was related to a specific conceptual framework. Table 1
provides a visual representation of how the interview questions aligned frameworks used for this
study. Section one was comprised of four questions that responded to research question one.
The first question was focused on education within STEM and was aligned with Wagner’s
(2008) framework for 21
st
century skills. Questions two and four addressed the science and
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technology fairs that took place in Costa Rica and responded to Wagner’s (2008) framework as
well as Slough and Milam’s (2013) framework on STEM Project Based Learning (PBL).
Question three aligned with the former three frameworks in addition to Friedman’s (2007)
framework on the flatteners that contributed to globalization.
Section two in the interview protocol corresponded to research question two and was
comprised of seven questions. The seven questions responded to how the mandate required
participation in the national science fair and impacted curriculum and instruction through the
influence of STEM and PBL in the classroom. All seven questions aligned with Wagner (2008)
and Slough and Milam’s (2013) conceptual frameworks. Additionally, question five aligned
with Friedman’s (2007) framework, and question six aligns both with Friedman (2007) and with
Spring’s (2009) frameworks on the globalization of education.
The final section, section three, corresponded to research question three and was
comprised of six questions focused on teacher implementation of STEM curriculum and its
influence on policy, globalization, and multinational corporations. Question one aligned with the
framework of Wagner (2008) and Slough and Milam (2013). Questions two through four
aligned with the frameworks focused on globalization (Friedman 2007), globalization of
education (Spring 2009), 21
st
century skills for learning (Wagner 2008), and STEM PBL (Slough
and Milam 2013). The last two questions are focused on globalization and aligned with
Friedman (2007) and Spring (2009). Each framework was used to analyze how participants
responded to the questions.
Observation Protocol
According to Merriam (2009), observations take place in a location where the
phenomenon that is being studied can take on its natural form. In addition, observational data
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Table 1
Alignment of Interview Protocols to Research Questions and Theoretical Frameworks
Item RQ1 RQ2 RQ3 Friedman
a
Spring
b
Wagner
c
Slough/Milam
d

Section I
1 X X
2 X X X
3 X X X X X
4 X X X
Section II

1 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

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 Expanded 3.0, by T. by T. L.
Friedman, 2007, New York, NY: Picador.
b
Globalization of Education: An Introduction, by J. Spring, 2009, 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, (pp. 15-27) in R. M.
Capraro, M.M., Capraro, & J. Morgan (Eds.), STEM Project-Based Learning: An Integrated Science, Technology,
Engineering, and Mathematics (STEM) Approach, 2013, Rotterdam, The Netherlands: Sense.

provides a firsthand account of what an interview cannot provide. Observation data is essential
to a study because it provides an accurate portrayal of what occurs in a specific setting.
Understanding the importance of observational data, the research team developed an observation
protocol that was used in Costa Rican classrooms (Appendix H) and at the Intel International
Science and Technology Fair (Appendix I). Merriam (2009) noted that researchers cannot
capture all data with observation and must use a list that supports the various elements of
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observation: the physical setting, the participants, activities and interactions, conversation, subtle
factors, and the behavior of the researcher.
The observation protocol developed by the research team focused on all of the various
components that would allow them to capture as much data as possible. The frameworks
previously discussed were also used to align them to the various areas that were observed. The
first section of the observation protocol allowed the researcher to gather basic information
regarding the setting/location, recreate a representation of the location, overview of lesson, and
materials used. Section two lists the conceptual frameworks of Wagner (2008) and Slough and
Milam (2013) focused on the seven skills for 21
st
century learning and STEM PBL, respectively.
In order to capture the essence of the observations, the researcher applied actions observed,
conversations, and observer comments to the conceptual frameworks. Section three is comprised
of six questions that respond to the three research questions that are guiding this study. Each set
of questions served as a guide that the researcher used to ensure that the observations captured
what the study was attempting to understand.
Survey Protocol
The research team developed a survey to use with individuals working in education. The
survey supported the researchers in triangulating the data that was collected. There are two
survey protocols, one for teachers and administrators (Appendix F) and the other for students
(Appendix G) that are aligned with the research questions and attempted to address educators’
and students’ understanding of globalization, science curriculum and instruction, impact of
MNCs on education, influence of science and technology fair policy in schools, and the
importance of STEM education in Costa Rica.
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In order to capture a more thorough understanding of how educators in Costa Rica relate
to globalization of education, the survey protocol for teachers and administrators (Appendix F)
was studied. Similar to the other protocol, the survey protocol for teachers and administrators
was developed to align with the three research questions of this study. Questions one through six
are aligned with research question one, questions seven through fourteen are aligned with
research question two, and questions fifteen through twenty-three are aligned to research
question three. The data collected from each of the twenty-three survey questions was analyzed
using the conceptual frameworks of Friedman (2007), Spring (2009), Wagner (2008), and
Slough and Milam (2013). Table 2 provides a visual representation of how the survey questions
for teachers and administrators align to the frameworks discussed above.
The research team reviewed the survey protocol for students (Appendix G) and aligned
the fourteen survey questions to the three research questions. Questions one through four align
with research question one, questions five through ten align with research questions two, and
questions eleven through fourteen align with research question three. In the same way that the
former survey protocol was analyzed using conceptual frameworks, the student survey questions
were also analyzed using the following frameworks: Friedman’s (2007) globalization, Spring’s
(2009) globalization of education, Wagner’s (2008) 21
st
century skills for learning, and Slough
and Milam’s (2013) STEM PBL. Table 3 provides a visual representation of how the student
survey aligns to the frameworks.
Data Collection
The research team traveled to Costa Rica, where data was collected, in June of 2014. The
team members conducted interviews in person from various locations in Costa Rica.
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Table 2
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
d

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. by T. L.
Friedman, 2007, New York, NY: Picador.
b
Globalization of Education: An Introduction, by J. Spring, 2009, 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, (pp. 15-27) in R. M.
Capraro, M.M., Capraro, & J. Morgan (Eds.), STEM Project-Based Learning: An Integrated Science, Technology,
Engineering, and Mathematics (STEM) Approach, 2013, Rotterdam, The Netherlands: Sense.

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Table 3
Alignment of Student Survey Protocol Items to Research Questions and Theoretical
Frameworks
Item RQ1 RQ2 RQ3 Friedman
a
Spring
b
Wagner
c
Slough/Milam
d

1 X X
2 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 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. by T. L.
Friedman, 2007, New York, NY: Picador.
b
Globalization of Education: An Introduction, by J. Spring, 2009, 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, (pp. 15-27) in R. M.
Capraro, M.M., Capraro, & J. Morgan (Eds.), STEM Project-Based Learning: An Integrated Science, Technology,
Engineering, and Mathematics (STEM) Approach, 2013, Rotterdam, The Netherlands: Sense.

As part of the interview protocol, all participants read and completed a consent form that
informed them on the purpose of the study and communicated to them that personal information
would remain confidential. The interviews that were conducted were recorded and transcribed
for coding purposes. The researcher took notes during the interview to capture important points
or comments made by the participants. In addition, the observation protocols and surveys were
administered during Intel ISEF in the United States and in school sites in Costa Rica.
According to Merriam (2009), triangulation is the comparing of multiple sources of data:
interviews, observations, and surveys. Due to the use of various sites where observations and
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surveys took place, the data needed to be triangulated. The following methods, as suggested by
Merriam (2009), were used: multiple methods, multiple sources of data, and multiple
investigators.
Data Analysis
The purpose of this case study was to examine the influence that globalization, foreign
direct investment, and multinational corporate responsibility have on the curriculum and
practices in schools and universities in Costa Rica. As a case study, this type of research
requires detailed descriptions of settings or individuals (Creswell, 2009). For the purposes of
this study, data analysis followed Creswell’s (2009) model for data analysis and interpretation of
qualitative research. The first step consisted of organizing and preparing the data for analysis,
which included transcribing interviews, typing up any field notes, and sorting and rearranging
the data into different categories for accessibility. The second step was to read through all the
data to identify patterns and consistency of information gathered. Next, coding supported the
researcher in generating themes from the data collected that was placed into specific categories
to bring meaning of the information as part of the third step. Within this step, Creswell
developed eight sub-steps designed to facilitate the coding process: (a) get a sense of what you
are reading and write down ideas, (b) pick one document and ask yourself essential questions
that support theory and inquiry, (c) upon individually reviewing each document, list all topics
and find common themes, (d) from this list, create codes that will not only identify the data, (e)
reduce the number of categories by identifying similarities amongst your data, (f) organize codes
in alphabetical order, (g) perform preliminary analysis after data has been organized, and (h)
recode data if necessary.
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Creswell’s (2009) fourth step was focused on the coding process and was used to
generate a description of a setting or people and categories or themes that could be analyzed. A
narrative provided an interpretation of the themes gathered by the researcher. This served as the
fifth step, which could be in the form of rich descriptions or a detailed discussion of the themes
and how they connect. The sixth and final step was interpreting the data collected. This step
involved understanding the specific lessons learned and whether the literature supported the
findings based on past research.
While this study has been organized in a way that would facilitate the collection of data,
it was important to keep track of how the data was collected and how it applied to the studies
overall purpose. According to Merriam (2009), it is recommended that a database where
information pertaining to research is constantly updated, organized, and accessible to the
researcher or research team during the study. The research team created a database that served
as a hub for all data collected and accessibility of information when needed. The research team
ensured all data and files were organized once every other week for quality assurance. This
process ensured that the researcher had access to the information that supported the focus of the
study.
Ethical Considerations
Creswell (2009) identifies areas of ethical consideration in anticipating a research study.
The areas of ethical consideration focus on protecting the anonymity of individuals and their
roles, the length of time that the data will be kept by the research team, ownership of data, and
accuracy of data. These areas are valid and important considerations that each member of the
research team has taken into consideration. In order to better understand how these ethical
considerations are applicable in a research study, all members of the research team participated
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in the Institutional Review Board (IRB) process. As a requirement of the process for completing
IRB, each member had to complete training exercises through the Collaborative IRB Training
Initiative (CITI). CITI is an online training program that supports researchers in understanding
various ethical considerations when conducting research. All 14 members of the research group,
including Dr. Escalante and research assistant Dr. Weidoeft, completed the CITI as required by
IRB.

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CHAPTER FOUR: RESULTS
This chapter is an overview of the results of the study and examines the expansion of
educational access and opportunity through globalization and foreign direct investments (FDI) of
multinational corporations (MNCs). This study focused on the influence that Science,
Technology, Engineering and Math (STEM) and Project Based Learning (PBL) had on students,
school leaders, and government and business officials as a result of the NSTF. Understanding
the implications of science and technology can support an autonomous working environment
while allowing the student to trust his or her work as well as the work of others. As a result, a
partnership between Intel and Don Bosco supported the academic learning and student
engagement in STEM-related fields. Additionally, this partnership increased the need for
individuals entering the workforce with 21
st
century skills (CINDE, n.d.; CINDE, 2013, Wagner,
2008). The focus is, then, turned to technology as a way to support the growing demand for a
knowledge-driven economy. This chapter presents the analyzed evidence from surveys
administered to teachers/administrators and students, from interviews conducted with
teachers/administrators, students, business leaders, government officials, and from classroom
observations.
The purpose of this study was to examine, analyze, and explain the influence that
globalization, foreign direct investment, and multinational corporate responsibility had on the
curriculum and practices in schools and universities in Costa Rica. In addition, the relationship
between STEM education and the economic growth of the country were studied. This case study
also examined how the mandated national science fair influences the use of PBL to build human
capital and prepare students for 21
st
century jobs, particularly in the fields of science, technology,
engineering, and math which is the goal of Costa Rica and the reason that Intel established itself
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in the country (Intel in Costa Rica, n.d.). The skills students learn and the fields they choose
supported the economic growth of the country by focusing on skilled-labor versus unskilled
labor (Intel in Costa Rica, n.d.; Rodriguez-Claire, 2001). The creation of skilled-laborers
ensured a future that is expanding in the fields of STEM within the country.
This case study was intended to understand how curriculum is influenced by factors such
as globalization, foreign direct investment, and multinational corporate responsibility in schools.
The study identified the role that each teacher, school leader, government official, and business
leader shares in the educational structure of institutions of learning within the country.
Additionally, the study provides an understanding of the role that STEM PBL plays in
supporting teachers with STEM-related curriculum and students in their pursuit of STEM-related
fields beyond high school and their participation in the National Science and Technology Fair.
The following three research questions guided this study:
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 participation in the national science and technology fair influenced
implementation of 21
st
century skills through the use of project-based learning and
technology by teachers across all curricular areas? How has this use influenced
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?
This chapter examines the results of the study, and begins with an overview and
description of the participants. A discussion of the research questions follows along with their
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respective themes. Two themes relate to research questions one, two themes relate to research
question two, and two themes relate to research question three. Each theme is presented by the
designated research question.
Participants
In an effort to conceptualize the essence of the study, several individuals were
interviewed. In addition, some of these individuals were also surveyed and/or observed in the
classroom. Following the Institutional Review Board’s approval of the protocol for participant
use in a study, Table 4 shows the 20 interview participants selected for this study.
Table 4
Case Study Participants and Data Type
Data source Position Data Type
Maria Luisa Ortiz Torres 2014 Intel ISEF Stud Interview, Survey
Maria Fernanda Ramirez Monge 2014 Intel ISEF Student Interview, Survey
Mariana Quesada Morera Former Intel ISEF Student Interview, Survey
Rolando A. Retana Badilla Former Intel ISEF Student Interview, Survey
Sylvia Ugalde Fernández Consul General of Costa Rica Interview
Silas Martínez Sancho Professor at UCR and Former
General Coordinator for the
NSTF
Interview, Survey
Nathalie Valencia Chácon Coordinator for the NSTF
Program
Interview
Silvia Argüello Vargas Former Director of Human
Capital at MICIT Costa Rica
Interview
Alicia Fonseca Elizondo National Assessor for the MEP Interview, Survey
Sonia Mora Escalante Minister of Education for the
MEP
Interview
Johnnatan André Monge S. Professor at UCR and Former
General Coordinator for the
NSTF
Interview, Survey
Luis Andres Loría Calderon Professor at UCR and Current
General Coordinator for the
NSTF
Interview, Survey
Christian Jiménez Fonseca School Director at DB Interview

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Data source Position Data Type
Fabrizio Méndez Goméz Academic Coordinator at DB Interview
Carlos Eduardo Acosta Current teacher at Don Bosco
and advisor for Intel ISEF
participants
Interview, Survey
Alejandro Loría Jiménez Electronics Coordinator and
current teacher at Don Bosco
Interview, Survey
Jose Fabian Garro Current teacher at Don Bosco
and advisor for Intel ISEF
participants
Interview, Survey
J. Emilio Fonseca C. Technology Coordinator at DB Interview
Vanessa Gibson Director of Aftercare at CINDE Interview
Mary Helen Bialas Former Director of Educational
Outreach for Intel Costa Rica
Interview
Students at DB 174 student participants Survey
Teachers at DB 33 teacher participants Survey, Observations

Note: ISEF = International Science and Engineering Fair; UCR= University of Costa Rica; NSFT = National
Science and Technology Fair; MICIT = Ministry of Science, Technology and Telecommunications; MEP = Ministry
of Public Education; DB = Don Bosco; CINDE = Costa Rican Investment Promotion Agency.
Intel ISEF 2014 Students
The participation of students within this study was extremely important because it
provided a student perspective focused on the NSTF. Two students who were selected as
representatives of the 174 students surveyed were interviewed as a result of the science project
they developed. As seniors at Don Bosco, Maria Luisa and Maria Fernanda worked for the two
years prior to this study on developing a machine that could create an automated point design
and fabricate orthopedic Kirschner pins. In 2012, the project was developed and created using
spare parts from machines donated by Intel. In 2013, the machine was donated to the National
Children’s Hospital and placed in the maintenance department in order to reduce the time and
increase the efficiency of the process of sharpening the tips of the pins used on patients with
broken arms or legs. In addition, a manual created by Maria Luisa and Maria Fernanda that
described the use and application of the machine was presented to the hospital. A series of tests
were conducted on the reliability of the machine and, once reviewed by the chief orthopedic
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surgeon, the machine was approved to remain at the National Children’s Hospital. After winning
several awards at the NSTF as well as Expo Tech, the project was selected for Intel ISEF 2014 in
Los Angeles. Their project, although not selected as a winning project, motivated both young
ladies to pursue careers in biomedical engineering. The use of their machine in a national
hospital coupled with the experience they gained by participating in Intel ISEF reinforced their
passion for medicine and engineering.
Former Intel ISEF Students
The educational system was instrumental in supporting students to reach their goals
beyond earning a high school diploma. The two former Don Bosco students and Intel ISEF
participants were Mariana Quesada Morera and Rolando A. Retana Badilla. Both Mariana and
Rolando developed and created projects that infused their desire to enroll in institutions of higher
education while working for companies like Intel and Cisco Systems.
Policy/Government Officials
Schools and universities respond to the vision and mission set by the educational system
of the country. The focus on STEM PBL in the classroom brought awareness to the need for
teaching as an art form to support curriculum and instruction that was conducive to the content
taught by teachers (Estado de la Educacion, 2010). As a result, eight policy/government officials
chosen to participate in this study built on this idea through their experience. As the General
Consul of Costa Rica in Los Angeles, CA, Sylvia Ugalde Fernández was aware of the needs of
her country as one that increased its focus in the area of STEM.
Silas Martinez Sancho, is a current professor with UCR and former Coordinator General
for the NSTF. In addition, Silas worked with students who participated in the NSTF as well as
with Intel ISEF. Nathalie Valencia Chacon is a biologist by trade and currently works for the
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Ministry of Science, Technology, and Telecommunications (MICITT) promoting the science
fairs with various schools within the country. Nathalie has been involved with science fairs for
17 years and also worked in the capacity of professor working in science education. Silvia
Argüello Vargas, worked alongside Nathalie as the former Director of Human Capital.
Without the strategic vision of leaders focused on developing educators, schools would
be limiting in scope and in opportunity. Alicia Fonseca Elizondo, is the current National
Assessor for the Ministry of Education. In her capacity, she is charged with supporting
educators from primary grades to the university level and oversees 135 education centers across
the country. Another key figure is Sonia Mora Escalante who is the Minster of Education. Sonia
Mora Escalante is new to this position and, at the time of the interview, had been in the position
for over a month and was still adjusting to her role.
The science fairs created opportunities for students and educators to advance in the fields
of STEM. Students have been fortunate to showcase their projects, and teachers have learned to
develop students in the areas of STEM. The science fairs have existed for over two decades
(Estado de la Educación, 2010), and overseeing their promotion and coordination is a task that
requires commitment and dedication. The country’s growth in the area of science fairs can be
attributed to the work of several individuals. Johnnatan Andres Monge S. was the former
Coordinator General for the NSTF. He has been involved with the fairs for the last 17 years in
the capacity of student, judge, and director. He currently works for UCR in the department of
teacher education. Luis Andres Loría Calderon is the current Coordinator General for the
National Science Fair and also works at UCR in the Teacher Education Department.

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Business Leaders
Vanessa Gibson is the Director of Aftercare at CINDE. She has been involved with
CINDE for over 14 years and promoted a series of initiatives to not only attract but also to
consolidate the Service Sector Cluster. Another important business leader is Mary Helen Bialas.
She was the former Director of Educational Outreach for Intel Costa Rica and has worked in
various roles with Intel for over 15 years.
Teachers and Administrators
The primary focus of this case study is CEDES Don Bosco, herein referred to as Don
Bosco. It is a private high school that services students from the surrounding low-income
neighborhood of Alajuelita Distrito Concepción in San Jose. The school is under the
administrative leadership of Christian Jiménez Fonseca, who serves as the school’s director and
has served in other capacities for over 20 years. Fabrizio Méndez Gómez serves as the school’s
academic coordinator. He is instrumental in supporting teachers and building academic
content/curriculum and has participated in the science fairs for over 21 years. J. Emilio Fonseca
C. and Alejandro Loría Jiménez have supported the school’s STEM curriculum as the
coordinator of technology and the coordinator for electronics, respectively. Additionally, Carlos
Eduardo Acosta and Jose Fabian Garro are teachers who work with current and former Intel
ISEF student participants. They have been instrumental in preparing students for the NSTF and
have also ensured that the projects these students create have an impact in the country and the
rest of the world.
There were a total of 174 students and 33 teachers who were surveyed. The intent of the
surveys were to further understand student and teacher perspective on STEM PBL and the global
and economic growth of the country. Within those teachers surveyed, five in the technical
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department were observed while they lectured in their classroom. The observation provided an
opportunity to understand how the lessons were tied to STEM PBL and teacher/student
interaction. The students were surveyed at the beginning of their class period during academic
and technical content classes.
Students at Don Bosco
Student participants completed their surveys during academic or technical content
classes. These students participated, developed, and/or were in the process of
participating/developing science projects. Their input served to further understand how the
student body has come to understand STEM PBL, science curriculum, globalization, and the
economic growth of the nation. While the grade level of each student varied, it was vital to the
study to ensure that student feedback responded to the essence of the research questions.
Teachers at Don Bosco
Teacher participants completed their survey during their off period or at the beginning of
their class. The teacher sample was made up of academic and technical teachers, some of whom
have been involved in science projects and fairs and others who have not due to the nature of the
subject for which they were hired to teach. Teacher perspective was instrumental in
understanding their view on STEM PBL, science curriculum, globalization, and the economic
growth of the country.
Results of Research Questions
Discussion of Research Question One
Research Question One asked, “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
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related?” The first research question assessed the connection that teachers make among policy,
globalization, and MNCs and its relation to the NSTF and STEM. One of the themes that
emerged out of this question was that educators connect STEM-related curriculum as highly
influenced by government policy, globalization, and MNCs through the implementation of the
national science fair mandate. The country’s educational system was changing the focus of
curriculum to connect with the growing demand of private companies and future MNCs (Estado
de la Educación, 2010; Valencia, 2008, 2009). The creation of a computer clubhouse by Intel
not only expanded to computer labs for students but also supported teachers who, as a result,
created ways for students to develop creativity, problem-solving abilities, and technology skills
(Intel in Costa Rica, n.d.).
It was the intent of Research Question One to further determine if educators connected
STEM per the current structure of the country when it comes to the policies that change the face
of education, changed how goods and services expand across the globe, and increased the
number of companies whose objectives are to create more jobs to be filled by qualified
individuals. The two themes that emerged from this research question indicated that the idea
behind STEM curriculum in the classroom was connected to the global change of the country.
As the importance of the NSTF increased, educational policy pushed STEM to become an
integral part of the education system. In addition, the influence of companies like Intel and
Cisco Systems in the country increased the demand for knowledge-ready workers. Two themes
emerged within the interviews conducted: 1) Educators connect STEM related curriculum as
highly influenced by government policy, globalization, and multinational corporations through
the implementation of the national science fair mandate, and 2) educators associate the economic
growth of the country as a result of globalization and STEM.
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The first theme, educators connect STEM related curriculum as highly influenced by
government policy, globalization, and multinational corporations through the implementation of
the national science fair mandate is visible in the way that teacher instruction supports student
learning of the information through application of lessons based solely on student understanding.
Access to multinational corporations increased availability of material that students can use as
they create projects. In addition, building fostering relationships with individuals in STEM
fields opened doors into companies like Intel, Cisco Systems, and NASA for many of these
students. The increase of MNCs in the last decade supported the need for STEM to have a more
central focus in the educational system. The investment of companies like Intel and the
manufacturing of high-tech products in the country were influential in reshaping the structure of
education, a structure that created its own educational foundation focused on science and
technology (CINDE, n.d.). The continued growth of MNCs on a national and global level have
evened the playing field by creating a demand for STEM education that did not exist before.
In response to theme one, 33 teachers/administrators responded to the importance that
outside factors such as government policy, globalization and MNCs have on STEM curriculum
as a result of the national science fair mandate. It was important to consider these factors, as
they play an important role in the educational system of the country. Due to the major
contributions of Intel, it was important for teachers/administrators to identify the influence of
MNCs in STEM curriculum. Theme one responded to survey question number four; out of 33
teachers/administrators surveyed, 25 agreed or strongly agreed that partnerships with MNCs
promote STEM participation (Figure 1). In addition, theme one also responded to survey
question number five wherein 23 teachers/administrators agreed or strongly agreed that MNCs
positively influenced STEM curriculum (Figure 2).
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Figure 1. Teachers/School Leaders Response to Survey Question regarding whether a
Partnership with Intel/MNCs Promotes STEM/Science Fair Participation.

Figure 2. Teachers/School Leaders response to survey question regarding whether Intel/MNCs
have positively influenced STEM curriculum.
0

20

40

60

80

I
Don't
Know
Disagree/
Strongly
Disagree
Agree/
Strongly
Agree

Intel/MNCs have positively influenced STEM
curriculum
I
Don't
Know
Disagree/Strongly
Disagree
Agree/Strongly
Agree

0

20

40

60

80

Partnerships with MNCs promote STEM/science
and technology fair participation
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Considering that all the teachers surveyed taught in either academic (English, Spanish,
Mathematics, Social Studies) or technical courses (Drafting, Software Development, Artistic
Design, Tech lab), they responded positively with regards to the promotion of science fair
participation as a result of the partnerships with Intel/MNCs and the influence of Intel/MNCs on
STEM curriculum. The influence that MNCs had on the educational system and on Don Bosco
in particular was visible in the classrooms and within the campus community. During the walk-
throughs and classroom observations conducted on June 15 and 19, 2014, the researcher
observed students using the equipment donated by Intel. The access students have to the
equipment and, more importantly, the donation of equipment provided a scientific learning
experience for students as, they learned through a hands-on approach how the machines worked
and what they did. It is through the use of these machines that students created and developed
their science projects. A system based on competencies within the technical area of instruction
supports teachers in understanding if students are learning. The School Director, Christian
Jiménez Fonseca shared,
There is a situation, specifically in the technical area. We are moving from the traditional
system to a system based in competencies. This part of the system that is based on
competencies means that I can teach the student a certain field: for example, precision
mechanics. I can teach him to use the lathe, and teach him the different things that this
machine does, but, at the time, the student is going to prove whether he learned
something. I am not going to tell him to depend on the manual or to turn on the lathe and
place the piece and so on (personal interview, June 15, 2014).
By developing a system based on competencies, teachers are able to support students as
they develop an understanding of what they are creating. Teachers can then assist students as
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they work on their projects. From a student’s perspective, Rolando A. Retana Badilla, former
Intel ISEF student shared,
After you get all the information, you make like a block diagram with ideas that you want
to build and, after that, you start to get the information about what components and what
components have the information you need to learn. For example, in my project, I was in
the second year of technical career, so I didn’t know about a lot of components of a lot of
technologies and, for example, in radio frequencies, so I had to start reading about that
besides about wireless and transmissions, a lot of stuff, and it took like one month to two
months maybe to start learning about technology and the things you need to know to
build the project. So, in that moment, you have the help of a coach. In this case, it was
our teacher and then, after you had all that information, you need to start to create the
different circuits and, also, you need to work like in blocks the first part. For example,
configuration and then the display options and, finally what are you getting, so that’s the
critical part because you need to have a lot of discipline to get each block with all the
stuff and build a circuit and do the interconnection between the circuits and, after that,
maybe, it can be done (personal interview, June 18, 2014).
The role of MNCs is not only based on the influence it has on education but also in the
opportunities that students receive from these companies upon graduating high school. From the
perspective of a policy/government official, Silvia Argüello Vargas understands that the support
from Intel is important. However, she also indicates,
Government, academies, companies and society are very important for us and the
contribution of private companies in teaching these processes. We are not only looking
for financial resources, but, if they contribute with that, it’s great since we don’t have that
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many resources. But the contribution in kind makes all the difference. For example, we
can have universities meet in groups and talk to these kids about careers and courses
related to that career, but that doesn’t mean that a student can be an engineer in a medical
device company. I believe, if we put resources aside, which are very important, we can
benefit from presentations instead. I’m also happy to receive their support in workshops
and group talks. We did an open-door activity in Intel with girls and then we had a talk
with a Costa Rican female engineer and a physicist who works in NASA. Her name is
Sandra Kauffman, and she spoke with our girls and then they toured Intel. If they open
their doors to help students in order to let them know what they do in their companies, I
think they can change many lives (personal interview, June 16, 2014).
To support the need for resources that goes beyond financial support, Luis Andres Loría
Calderon, professor at UCR and General Coordinator for NSTF shared,
Well, in the case of Intel and the fair, it is a very tight relationship. They collaborate and
provide financial support. Not just that, they also contribute to the logistics. In the
international fairs, there are Intel engineers working on the supervision of projects.
Intel carries out an activity with the fair students. They take them somewhere, and they,
because the socialization part is also very important. Here, they are very competitive and
they are separate and, over there, they do gather and they have something to eat and they
participate. They also help in training teachers. The first fair where I participated as a
teacher was after I took a class that was sponsored by Intel. I mean they did impact, not
just here, but they went with the teachers and into the classrooms to promote science,
science and technology (personal interview, June 20, 2014).
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Mariana Quesada Morera, former Intel ISEF student shared with the researcher that her
experience was based on the support she received from companies like Intel (personal
communication, June 19, 2014). She continued by sharing,
I gave a conference at the Republic General Controller, another conference in the Costa
Rican Institute of electricity, another in the Irinamu, which is a Costa Rican women
institute. Within the audience there was an important man because of his experience as a
minister in Spain, and he introduced me to Sandra Kauffman, which is a NASA engineer.
This lady is now very interested in me interning at NASA. Then, I, maybe, I will do an
internship at NASA at the end of this year; so, those are all good consequences that have
been generated for my participation (personal interview, June 19, 2014).
The investment of MNCs like Intel is changing the way schools approach curriculum and
instruction. The policy/government officials were strong supporters, as five of the six agreed
that Intel has been instrumental in meeting the needs of STEM curriculum. Alicia Fonseca
Elizondo, the National Assessor for the Ministry of Public Education explained that Intel is
meeting the needs of STEM-related curriculum and application in science projects by supporting
the educational system on a national level:
At the regional level, we take care of the parts that are institutional, district and regional,
but, when it gets to the national level, that’s when a bit more support is needed because of
budget, judges and projects that are focused on the future. One might say, well in that
school the project is very good but the presentation doesn’t merit being taken to an
international fair. But, with the support we have had from Intel, the projects must be
prepared in such a way. That is, it should be this way or this way. So, I feel that it has
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been very valuable in this last stage. It’s not the last; it’s one of the very important stages,
because it’s the most important (personal interview, June 19, 2014).
As a result, students see the benefit of making connections with the projects they create
with what the job market demands. Alicia stated,
I believe that participation in the fairs, making and constructing projects, they realize the
necessity of having 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 first year, last year, and now this
year, she says, “No, I need to study physics and math, too.” So, she registered at USEF,
and she is now in a technology school and with USEF, and she is going to study physics
and math and majored in both. She believes that she needs physics and math. So, I feel
that students begin to realize as they study that they need the support of other academic
areas (personal interview, June 19, 2014).
As a policy/government official, Sylvia Ugalde Fernández, Consul General of Costa Rica
shared her perspective regarding the influence of STEM related curriculum in schools by stating,
If the workforce is better prepared in STEM, we can attract more investment in
companies that would come and set up in Costa Rica because we have qualified workers
that would work for them. There would be more investment, so better economy for
everybody, a better situation for everybody, more work, more money (personal interview,
March 23, 2014).
The influence of MNCs in Costa Rica is evident in schools and the curriculum, beginning
with primary, secondary and ending with institutions of higher education. Continuing with
policy/government official, Johnnatan Andrés Monge S., current professor of Teacher Education
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at UCR and former General Coordinator for the NSTF explained that, because of the influence
that Intel has had in education, curriculum is changing the face of science for the country:
In Costa Rica’s case, particularly, Intel has been the multinational that has had the most
influence. Ever since 1997 when it came into Costa Rica about 17 years ago, the country
has been an important stage for them and the support that they give to the educational
field. So, at this moment, I can say Intel has developed policies, along with ministries, in
the scientific and technology field as well as in the educational field to have projects in
the STEM field. So, for example, to develop the technology field, which has been
managed here for a while, Intel has had to initiate with a lot of emphasis on the robotics
development (personal interview, June 19, 2014).
He further suggests that contributions in curriculum are the result of the science projects from the
various science fairs:
In the teaching field, the development of projects, or discovery; they have contributed a
lot to the curricula, they have offered – even a project which was called “Students as
Scientists” that project, in fact, was developed here, in Costa Rica, adapted from the
United States’ version, and was offered for a lot of years to the population of teachers
with the objective to generate significant improvements in the science and technology
field (personal interview, June 19, 2014).
From a teacher’s perspective, Carlos Eduardo Acosta, current teacher and advisor for
Intel ISEF students, explained that science fair project design and creation was revamped to
support teachers in the process through a manual that can better prepare students:
There weren’t any well-prepared manuals. I am a witness because, many times, Intel
called me to meet with three or four teachers, so we could prepare a document. Then,
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they called again to make another document. Then, I saw the documents together, and
now there’s a huge manual that explains everything well, rules, all of that. I feel that,
yes, those companies, in the specific case of Intel, had a lot of influence in creating
change, in addition to the students who would later be able to work for them. There are
companies, like Intel, where they can present their thoughts and their things, their
initiatives and their creativity (personal interview, June 19, 2014).
To support this rationale, Jose Fabian Garro, current teacher and advisor for Intel ISEF,
shared that the success students had by participating in science fairs sparked interest for change
in the curriculum that is focused on engaging student curiosity:
It has been a process, but, little by little, the governments have started believing. The
men in charge or the people that make decisions in the Ministry of Education have
noticed the potential that our kids have, and they have noticed that the curriculums like
they were at the moment were very flat. They were lacking spirit, motivation and
creativity (personal interview, June, 19, 2014).
He concludes by saying:
Seeing the success achieved by kids that have been able to go outside of the country and
that have brought home international prizes has motivated them to board the train of
success. So, in doing this, they have seemed obligated to modify the curriculum. The
curriculum has to encourage curiosity in the kids. It has to encourage the desire to
participate in a fair. It is an entire philosophy. The fair culture is an entire philosophy. I
believe that the plans still need some things, but they have been modified to benefit the
kids or to promote things such as these fairs (personal interview, June 19, 2014).
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To provide a perspective from the country’s government, the newly elected Minister of
Education, Sonia Mora Escalante explained her perspective on the influence that MNCs have on
curriculum:
I think it's very, very important. It's critical. In Costa Rica, for example, the presence of
Intel and other corporations have been instrumental by making the country continue to
prioritize these areas, and I think they can help a lot. They are really doing that already.
For example, they need more and more engineers, so people can associate their education
in these field with jobs and opportunities in life. It's very important (personal interview,
June 23, 2014).
She goes on to say that:
A challenge, in my view, is to make people understand, students, teachers, that, of course,
these companies are one possibility but not only that. The small national companies, for
example, also need science and technology. I think that, in a way, they associate these
areas with big companies and, of course, money, but that is not the only way. Our
government is promoting in a very important way, of course, not only external but also
through international investments.
Multinational corporations like Intel benefit substantially from the science projects
students create. As more schools focus on curriculum influenced by MNCs, the support gained
by these companies will produce desired results. Vanessa Gibson, Director of Aftercare at
CINDE explains that schools need to be more results-driven if they are to continue receiving
support from MNCs:
I think the system has to create a competitive arena, which these companies find
interesting. They're not godfathers or San Nicolas or something like that. You have to
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provide a win-win situation for companies. If it makes sense, they're going to support you
(personal interview, June 15, 2014).
Mary Helen Bialas shared her perspective on why schools will always be the central
focus of MNCs:
I think it’s part of business’ responsibility to make sure that the area where they develop
their business in is always going to have a good pool of candidates to come into, to help
support the economic development, for their own business, on one hand, and for the
environment in which they work (personal interview, June 16, 2014).
She concluded by stating:
I think that our role is to look at how we can improve education because we are …
companies are 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
work force (personal interview, June 16, 2014).
The second theme that emerged is the association that educators make on the economic
growth of the country as a result of globalization and STEM. The nation gained significantly
from globalization and STEM over the years. The creation of CINDE in 1983 not only
supported the development of the country’s economy but also attracted FDI, which was its main
objective (Rodriguez-Claire, 2001). The increase of MNCs restructured the once stagnant vision
of education for the country. The creation of the national science fair mandate, which would
become law No. 7169 in the 1990s, was enacted to promote science and scientific development
in the country (Estado de la Educacíon, 2010). The national mandate restructured curriculum
and the field of science education. The support that teacher educators received through training
in technology and student interaction is the result of the collaboration between the Ministry of
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Public Education, the Omar Dengo Foundation, and Intel’s Teach Program (CINDE, 2013;
Estado de la Educacíon, 2010). Through these programs, teachers understand the importance of
STEM and MNCs within the country and why building human capital is vital for economic
growth.
Christian Jiménez Fonseca, School Director, explained that, as a country, it is important
to reinforce the learning process of individuals in particular to STEM to build on the
competencies that will make them highly marketable to corporations:
If we continue with the tendency to strengthen STEM in the educational development, I
believe that there will come a time where this will take a turn, and we will have people
with the competencies that will serve as a magnet to attract this type of foreign
investment, meaning that linking ourselves to STEM will make companies want us and
will give us the chance to respond to those special demands and have the required trained
human capital to face what is coming. So, that is the most interesting part. When that
trained human capital increases, then productivity also increases in the companies or the
productive sector that is already established and the ones to come. So, then, I believe that
properly trained human capital is nowadays one of the most marked gaps in any country.
Therefore, if we are addressing that gap properly, then the economic level has to benefit
from this also (personal interview, June 15, 2014).
In this regard, Technology Coordinator J. Emilio Fonseca C. explained that, in order to be
associated with STEM, students must have competencies that these fields require:
To me, it seems it is something fundamental and it’s what we have to work on with
momentum. Because our country has been making a change, and there’s been a change
globally where we moved from an agricultural economy to an economy that produces
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technology. Due to the resources, the small amount of people that we are and the small
size of our country, we can’t compete with big countries that produce a lot. But we can
work on quality and we can work a lot on services. For this, we need very well-trained
people. So, we must take a turn where these sciences and the momentum of science and
technology become important where – it’s fine…there are social careers which are
important, but, nowadays, what is more necessary to be able to be competitive, to be able
to get ahead, are engineering careers. And, definitely, these scientific fairs impulse
learning, they impulse the work on these engineering careers (personal interview, June
19, 2014).
He continues with saying,
Undoubtedly. There’s no argument. There’s no argument due to what we said right in the
beginning. We can’t continue being an agricultural country. We can’t depend – our
economy, on exporting agricultural products. We can compete in the area of service; we
can compete in the area of manufacturing, with quality, not quantity. And if we want – to
offer this type of quality, we need very qualified people. And to qualify them we need
STEM (personal interview, June 19, 2014).
Costa Rica experienced many changes in response to the continued efforts of schools to
produce students who can meet the demands of a growing economy. Don Bosco was charged
with the task of increasing opportunities for students in the areas of STEM and further sought
ways to reinforce not only how students learn but also how they internalize information and
apply it to their future careers. This is what Carlos Eduardo Acosta, current teacher and advisor
for Intel ISEF participants referred to when he spoke about the economic growth as a result of
globalization and STEM:
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Well-prepared young people are well-prepared professionals above all; they have
initiative and creativity to make things. I believe that the economy improves with new
ideas and new ways of doing things. If that kind of person didn’t exist, we would stay the
same. But the type of people we are preparing for the fairs are completely different.
They have a spark that can push for complete change in Costa Rica to become a
developed country. I have no doubt in that, absolutely none (personal interview, June 18,
2014).
The emphasis placed on STEM education increased student interest in those fields, and
student participation in the science fairs reinforced the importance of contributing to the global
economy of the country. Educators understand that the science fairs not only support curriculum
and student learning but also contributes to the economy, thereby adding value to the work that
educators do with students. By connecting the global economy of the country to education, there
emerges a greater connection to create relevancy for students in applying the knowledge gained
to future academic/career endeavors. The partnerships with MNCs in promoting STEM, coupled
with the influence on STEM curriculum, established an academic agenda that is focused on PBL
and science and technology fairs, which is further discussed in Research Question Two.
Discussion for Research Question Two
Research Question Two asked, “How has mandating the National Science and
Technology Fair participation influenced implementation of 21
st
century skills through the use of
project-based learning and use of technology by teachers across all curriculum areas? How has it
impacted curriculum and instruction?” As the world competes in a knowledge economy,
students are expected to understand and apply 21
st
century skills in college, in professional
careers, and as responsible citizens (Spring, 2008, 2009; Wagner, 2008). Two themes emerged
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from data relating to Research Question Two. Theme one responds to Project-Based Learning
(PBL), as the application of 21
st
century skills increased student and teacher learning and
opportunities in the field of STEM. Theme two responds to how the NSTF supports the use of
technology in the classroom.
The first theme that emerged from the data gathered in relation to this question was that
Project-Based Learning (PBL) and the application of 21
st
century skills increased student and
teacher learning and opportunities in the field of STEM. As a result, student participation in
these fairs increased their level of awareness of opportunities beyond high school as well as
learning and application of skills. Teachers have a greater sense of the value that these fairs
create for students as well as the understanding of different ways to support how students learn.
Theme one emerged from responses to survey question number eleven; out of 33
teachers/administrators surveyed, 23 agreed or strongly agreed that the science and technology
fair has positively increased the use of PBL (Figure 3).
The participation of students in the annual science fairs supports the academic
infrastructure created. As more students participate, a norm is created in that students model for
other students learning from a scientific perspective. While PBL is more prominent in the
classroom, there are still many components of PBL that are slowly unfolding. From a teacher’s
perspective, Jose Fabian Garro shared that, “we still need to be able to conceptualize the basic
principles of PBL, but we know we need it. Even at the government level, they see the need for
PBL. However, it will probably be 10 years before we are running smoothly with PBL”
(personal communication, June 19, 2014). There is a consistent focus on the need for PBL as a
process used in supporting student learning and engagement. This process further supports the
need for students and educators alike to collaborate as a learning component for education.
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Students learn to problem-solve and take initiative in the decision-making process. The projects
they create are the results of how their critical thinking and creativity is supported in the
classroom. Given the opportunity to expand on these key factors, these students can fulfill their
academic and, ultimately as they continue in their field, professional goals.

Figure 3. Teachers/Administrator response to survey question regarding the positive increase of
the use of Project-Based Learning as a result of the science and technology fair.
From the policy/government leader perspective, three individuals support the idea that
students who participate in the science fair have an advantage when developing and creating
projects. Consul General Sylvia Ugalde Fernández highlights that students learn more from PBL
by taking a hands-on approach to creating projects than they do from reading a textbook:
I would say that it, definitely, participating in a fair enables the students to learn better
with the projects, obviously. I think that you learn more by doing than by studying a
textbook or listening to a teacher give a lecture. When you’re doing, you do have to
know what you’re doing or go look it up, and then come back and put it into what you’re
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doing, so I think that project-based learning enables the student to learn on their own,
and, sometimes, that’s more beneficial because, when you have to look up the
information that you need to put your project to work, I think it makes the person more
independent, and more self-sufficient, and better. It gives them the tools to do better, not
only in the science project, but, also, in other areas of life so I think project-based
learning is very good (personal interview, March 23, 2014).
Silvia Argüello Vargas, former Director of Human Capitol at MICITT also spoke about
the benefit of PBL taking on various forms:
I think the science and technology fairs use various paradigms or various learning
structures, learning based on investigation, learning based on projects, so I think those are
really aligned and these are very valuable strategies for learning, and, if we guide these in
an adequate way, they will definitely provide a significant learning experience for
students (personal interview, June 16, 2014).
Nathalie Valencia Chacon, Coordinator for NSTF program shared her perspective on the
importance of PBL:
Well, I think that science and technology fairs use various paradigms or various learning
structures; learning based in investigation, learning based in projects, and, so, I think
those are really aligned, and these are very valuable strategies for learning, and if we
guide these in an adequate way, definitely, these will provide a significant learning for
students (personal interview, June 16, 2014).
From a teacher/administrator perspective, Director Christian Jiménez Fonseca, stated that
PBL was instrumental in supporting student learning not only while in school but in everyday
life:
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I would have to say that 100 percent. The fairs force the pedagogic system to move on to
project-based learning definitely. I believe that the results obtained in fairs, once the
student has developed the project is clearly reflected when we consider the fact that
project-based learning is a part of his everyday life. The results in their performance are
superior. There is a continuous improvement, and it also guarantees that there will be an
improved performance on behalf of the students in terms of their formation (personal
interview, June 15, 2014).
To echo how the support of PBL prepared her to succeed beyond high school, Mariana
Quesada Morera, former Intel ISEF participant shared,
I feel well prepared for college research, because the foundations that they give to one in
science and technology fairs are pretty important to do research, to make publications
also. For projects, the system is very well [structured] (personal interview June 19, 2014).
The second emerging theme to Research Question Two was that the NSTF supports the
use of technology in the classroom. Data relating to this theme was gathered from responses to
survey question number twelve; 26 of the 33 teachers/administrators agreed or strongly agreed
that the science and technology fair promotes the use of technology in schools (Figure 4). The
shift in curriculum that Don Bosco experienced in the last couple of years is the result of the role
that technology plays in the classroom and in the science fairs. Students have the benefit of
incorporating technology as they learn in the classroom and as they design. During a classroom
observation in a technical class focused on web design, the students were actively engaged as
they worked on their projects using desktop computers and laptops. The teacher observed from a
distance, but his presence was felt in the room. His energy coupled with his investment in his
students is what sustained the academic structure.
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Figure 4. Teachers/School Leaders response to survey question regarding the science and
technology fair promotes the use of technology in schools.
At Don Bosco, access to technology is necessary. Students in technical classrooms
cannot apply what they learn without access to technology. Technology steadily increased over
the last year and continues to be the main objective for school leaders. From the
policy/government leader perspective, Silvia Argüello Vargas stated:
In the technical part of public education, the last administration invested a lot of
resources to improve technical education and produced a more concrete infrastructure
with better access to laboratories and tools (personal interview, June 16, 2014).
Maria Luisa Ortiz Torres, student and Intel ISEF participant shared that, “[They] use a lot
of technology. Computers and materials…technology is important” (personal interview, May 12,
2014). Former Intel ISEF participant Rolando A. Retana Badilla echoed the importance of
technology:
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Yeah, this is so important. For example, in Don Bosco, they have very good labs with a
lot of technology in all the areas. In electronics, we have electro-mechanics, mechanics
and programming. We have very good tools, so it is so important because you need to
have the tools to start the creation. So, that’s so important and, besides, Don Bosco has
the help of Intel. Intel makes donations of equipment that they no longer use and that is
so important for us because we use all this equipment and some of these components
have pieces that are very expensive (personal interview, June 18, 2014).
Electronics Coordinator and teacher Alejandro Loría Jiménez shared his perspective
regarding the use of technology:
We have acquired National Instrument equipment and also Lab View software, which is
quite new and allows us to do many things. Also, a benefit for student projects and the
school is that we have a machine that makes printed circuits similar to this card. So, in
the end, that gives the project a major presentation. I mean, the more technological tools
we have/we can achieve – well, the results will be better (personal interview, June 15,
2014).
The success the school had in creating a shift in the use of technology in the classroom is
the result of teacher buy-in. Teachers spoke with a sense of pride when sharing their personal
journey as educators and their work with students. School Director Christian Jiménez Fonseca
explained that a shift in curriculum is often supported when educators are motivated and support
the educational system’s structure,
Because the curriculum system has to respond directly so that the students can be up to
the challenge, I believe that in terms of teacher educators, there is a favorable change
since the motivation factor makes for an easier change in the curriculum’s content. This
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change is not as smooth in all of the areas, but the successful results from one area and
another area are a result of the entire structure shifting (personal interview, June 15,
2014).
From the business leader perspective, when asked if the science and technology fair
affected the curriculum in schools, Mary Helen Bialas explained that it is the goal of the science
and technology fair to fully support 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’ organizational practices, to
get it done (personal interview June 16, 2014).
J. Emilio Fonseca C. shared that teaching practices for teachers does generate changes in
the order that curriculum is taught to students, how often they are updated on the changes in
curriculum that are necessary, and the timing of instruction in October when the NSTFs take
place (personal communication, June 19, 2014). As teachers begin their class period, the
technical and academic classrooms had a different teaching objective. In the academic classes,
teachers were working with students at a much slower pace than in the technical classrooms.
This was largely attributed to the fact that Don Bosco celebrates its 200
th
anniversary next year.
The use of technology in the technical classrooms observed were filled with computers
and equipment donated by Intel. In the technical classrooms observed, there was an indication
that there is a presence in the use and application of technology. Within all of the technical
classrooms observed, students had access to computers. The desktops used had state of the art
software that supported students with the necessary programs to create their projects. In several
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classrooms, the set-up consisted of only a few tables with desktop computers and ample space
for students to work on their projects and collaborate with their peers as needed. Students were
often working in groups, and the academic dialogue was continuous among students.
Conversations ranged from sharing ideas to questioning each other’s theories. Teachers walked
around the classrooms and often listened to student conversations. In addition, teachers never
answered a student’s question without first providing the student with the opportunity to come up
with a response. This approach has been beneficial for both teachers and students in
understanding how to become critical thinkers, collaborate with others, and create and develop
projects. The school has been fortunate in the area of technology and collaboration.
The students benefited greatly from the integration of PBL in the classroom as well as
from the use of technology to facilitate their learning and participation in the NSTFs. The results
of the Teacher/Administrator survey indicate that students benefit from using PBL in designing
their projects by applying what they learned in the classroom. The application of the four
student outcomes, as outlined by Partnership for 21
st
Century Skills (2008), are preparing
students to become critical thinkers. The positive increase in the use of PBL, coupled with the
promotion of technology in schools, created academic value for all stakeholders, which is further
discussed in the results pertaining to Research Question Three.
Discussion for Research Question Three
Research Question Three asked, “How has the National Science and Technology Fair
policy changed the value for STEM education for students, teachers and educational leaders?”
Slough and Milam (2013) developed a design of learning environments through which educators
can support student learning and develop critical strategies to implement and create meaning of
information by making content accessible, making thinking visible, helping students learn from
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others, and promoting autonomy and lifelong learning. The implementation of these design
principles supports student learning and teacher effectiveness.
A common thread amongst students, teachers/administrators, business leaders, and
policy/government leaders was that there was an increase in creating value and an educational
investment. Two themes emerged from data relating to Research Questions Three. Theme one
responds to whether STEM instruction has been an important part of education. Theme two
responds to whether the science fair has been instrumental in preparing students for higher
education.
Student interest in STEM increased as a result of their participation in the science and
technology fairs. There is a greater connection with careers focused on STEM fields. Data
gathered in relation to the first theme came from responses to survey question number one: out of
174 students surveyed, 142 agreed or strongly agreed that STEM instruction has been an
important part of education (Figure 5).
As students engage in the process of developing projects, they also become more aware
of career opportunities within their field of study. For Maria Luisa Ortiz Torres and Maria
Fernanda Ramirez Monge, current students and Intel ISEF participants, this experience allowed
them to view the field of STEM with a greater understanding and appreciation of their future
goals. They are both motivated to pursue a STEM field in college as a result of their
participation in science fairs and Intel ISEF and of the development and creation of their project.
Maria Luisa shared that this experience changed how she viewed her career path:
For me it was very, very exciting, and participating in Intel ISEF has made a difference in
my life. I never thought that I could be a female and interested in technology at the same
time because I always thought of painting or something like that, but, when I had the
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opportunity to participate in this science fair, I felt very proud of the work I had done
because I now understand that I can do anything. This experience has changed my way
of thinking and how I see life in general (personal interview, May 12, 2014).

Figure 5. Student response to survey question regarding STEM instruction has been an important
part of their education.
Maria Fernanda has also had a similar experience that has positively influenced her
career interest:
Well, this experience has impacted me because it has changed my vision of what I want
to be or study. Months ago, I didn’t know what I wanted, and all this helped me to
consider engineering. I feel that engineers are highly in demand. I like and enjoy what I
do in school and outside of school, so choosing the career I can be happy in is all I need
(personal interview, May 12, 2014).
From a teacher/administrator perspective Technology Coordinator J. Emilio Fonseca C.
shared that STEM becomes an important part of their education:
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It’s learning by doing because they see it in practice what, maybe in a theoretical way,
has already been addressed. And that facilitates on them a greater level of understanding
and, what we said before, it’s a consequence. I learn it because it works. I learn it because
it’s helpful. I learn it because I will use it (personal interview, June 19, 2014).
Jose Fabian Garro, Teacher and Advisor for Intel ISEF participants, shared that STEM
awoke a new sense of understanding for these fields:
There has been sort of an awakening while growing fond of these subjects. There used to
be resistance like, for example, with math. It used to be like having a stone in your shoe.
Now, math is something that is in your favor because it is a subject that allows you to
describe a phenomenon about a project that you are evolving, so, then, this has awakened
a much greater interest in math (personal interview, June 19, 2014).
Mary Helen Bialas shares her perspective as a business leader regarding a student’s
interest in pursuing STEM related fields:
It opens up an opportunity for kids to think about things and to explore things that they
hadn’t thought of in the past. First, they’re solving real problems. They’re looking at a
specific situation in their community. What is the situation in their school? What’s a
world problem? What’s my father’s problem? They’re looking at issues that are real and
that they have feelings toward. They realize that they can do something about them
(personal interview, June 16, 2014).
She continued by explaining that students are taking charge of the opportunities they have to
contribute to society:
Some of the skills that they develop are not only the research aspect and the content, but
it’s more the soft skills where they become … take initiative, where it improves their self-
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esteem, where they want to feel a part of their community, and they feel that they’re
contributors to that community (personal interview, June 16, 2014).
Vanessa Gibson, Director of Aftercare at CINDE also shared her perspective as a
business leader through a different lens. She believes that these students are the future of Costa
Rica. However, they often have challenges that require proper guidance to ensure that they are
supported all the way through. She explains,
I would say that, definitely, these have been very interesting cases of students being
challenged to have a global view of the opportunities impacting their communities
because they become a referral in their high school and in their community. In the STEM
perspective again, with the right and appropriate guidance, they’re the next generation of
engineers and physicians (personal interview, June 15, 2014).
The students engaged in collaboration and application of 21st century skills to develop
projects. Wagner (2008) describes the jobs of today as no longer focused on a specific discipline
but, rather, on individuals working together to find solutions. Students experience this type of
work ethic as they design and create their projects. Collaboration becomes a key component of
the work they do. It prepares them to take a more active approach and initiative in the design
and creation of their projects. Former Intel ISEF participants agreed that they were well
prepared for science fairs. Mariana Quesada Morera explained how the education she received
prepared her for the science fairs:
I am very prepared and not only for that, as I said. Now, I feel well prepared for college
research because the foundations that they give to one in science and technology fairs are
pretty important to do research, in addition to submitting publications. For projects, the
system is very well prepared (personal interview, June 19, 2014).
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Rolando A. Retana Badilla also shared how the education he received prepared him for
the science fairs and how he collaborated with others as a result:
I’m ready. For example, in this moment, if I have the opportunity to participate again, I
guess I can do it and also participate because I have a lot of knowledge that I got years
ago and, besides, I have more experience because I know more about technology, about
the world information. For example, these four years at Intel, I have learned a lot about
new technology and physical design, circuit technology, a lot of stuff that can help me to
do a very good job if I participate.
At this moment my brother is in the technical school in Don Bosco, and he is preparing a
project to participate in the science fair, and I have provided him with a lot of information
about what to do and what not to do, what area is better and which isn’t, and I think that’s
awesome (personal interview, June 18, 2014).
The second theme to emerge from data pertaining to Research Question Three was that
the science fair was instrumental in preparing students for higher education. Information relating
to the second theme came from responses to survey question number thirteen; 29
teachers/administrators agreed or strongly agreed that the science fair has been beneficial in
preparing students for post-secondary education (Figure 6).
Teachers are an integral part of student success. Investing in a child’s education often
increases his or her success. Teacher educators not only create the learning experience for
students but also guide them in the process. As a teacher/administrator, School Director
Christian Jiménez Fonseca explained that teachers must increase their own knowledge in order to
support student inquiry, collaboration and life-long learning:

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Figure 6. Teacher/Administrator response to survey question, the science and technology fair has
been beneficial in preparing students for post-secondary education.
The effect of teachers goes further beyond what can be done in the classrooms or in
workshops. I believe that the greatest effect in creating a challenge has two components.
First, the fact that we made these projects today and that we are at this level is the reason
we want to continue growing. The following year we want to make other projects, and
we want to be at another level and this requires that teachers be that much more qualified
and that teachers engage in a more collaborative relationship with students. The teacher
is no longer the keeper of the one and only truth, but he is there along with his students
investigating as a team. So, then, the teacher becomes a certain type of tutor that is
guiding the student, but with the support of the school and everything else. I believe that
there is also an expectation regarding self-discipline in teachers where he has to be up to
date and is constantly receiving feedback because the situation itself requires him to be
one step ahead (personal interview, June 15, 2014).
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The investment of the science and technology fairs for educators has been a rewarding
experience. The work that teachers have done with students creates a lasting impression in
different sectors of education. Carlos Eduardo Acosta, current teacher and Advisor for Intel
ISEF participants, shared his experience when interacting with other educators regarding the
students who graduate from Don Bosco:
I have had the experience of going to private universities that hold small science fairs
and, when I meet a professor they ask, “Are you from Don Bosco?” And then they say,
“Ah, are those the students from Don Bosco?” They point them out and, of course, I am
like a peacock, very proud. They point me out and the director comes over and
congratulates us. This happens with companies, too (personal interview, June 18, 2014).
Christian Jiménez Fonseca, explains how teachers perceive the experience of being
acknowledged for the work they do with students:
I specially feel that there is an institutional motivation level that happens with fairs
because, let’s say it clearly, the fact that I win a fair as a teacher makes me feel proud. I
am putting my name up high but also the name of the institution, so, then, there also is a
marketing that is done to promote the institution. So, then, that institution is winning the
fairs which means not that the project was good, but that they are doing the things right in
the laboratories, in the classrooms, and in their pedagogic teaching system and in
accompanying the kids, and it also means that they have good teachers. It is an added
benefit (personal interview, June 15, 2014).
Alicia Fonseca Elizondo, National Assessor for the Ministry of Public Education,
provides a policy/government leader perspective by explaining that teachers take an interest
because students participate:
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The teachers are interested because the students participate. Some of the teachers
participate while others don’t because they say that’s too much work. So, the teacher
who collaborates with the fairs is committed. Teachers are committed to having students
participate (personal interview, June 19, 2014).
With the increase in demand for knowledge-ready workers, students pursue higher
education feeling more prepared and willing to take the challenge. Christian Jiménez Fonseca,
describes the relationship of students who participate in the science fair and their pursuit beyond
high school:
There is definitely a tendency of 95% of these students that continue to study in these
fields but that are also linked to companies that have to do with technology, science and
research. So, then, I believe that there is definitely a relationship between the kids that
have been successful in fairs and that have come to know the system and their tendency
to continue that road, which later becomes a successful situation, meaning that they
continue to study that and to have success in their activities (personal interview, June 15,
2014).
He further explained that there is a large population of educators who are Don Bosco alumni and
who returned as teachers, which is a strong indication of the knowledge they gain and can
support the foundation created:
We have a very interesting phenomenon in which a large percentage of the teachers from
the technological area are our former students. They have studied here, gotten a degree
in engineering, and they come back here as teachers, so they are very familiar with the
fair culture, so it is easy for them to pass it along. We then work on renewing some of
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the concepts or reorganize them in order to continue to grow, but they are very familiar
with the basic structure (personal interview, June 15, 2014).
Sylvia Ugalde Fernández also believes that students who participate in science fairs are
better prepared for the rigor and the challenge of higher education:
Well, I would say that those who participate in the fair and go on to study at a university
are better prepared if they have participated in the fair, and, you know, learn by doing
projects, definitely better equipped to have better academic performance in a university
(personal interview, March 23, 2014).
Silas Martínez Sancho, Professor at UCR and Former General Coordinator for the NSTF,
believes that participating in the science fairs helps students mature and grow on a personal
level:
I think students who have taken part in fairs have taken advantage of what the science
and technology fairs have to offer and, as a result, have grown intellectually; we also
watch them grow on a personal level. I believe the growth and the impact we have
achieved are carried with those students who participate in the fair and truly want to
enhance their achievements. Impact is not at a general level but at a national level in all
students (personal interview, June 15, 2014).
The success of each student is the result of the time and effort he or she puts into the
work done in school and with the science and technology fair. For example, Luis Andres
Calderon, Professor at UCR, shared that the influence that students have in STEM education is
the result of understanding hypothesis, variables and research. They believe that, if students
create meaning and understanding of the material, they can succeed at anything (personal
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communication, June 20, 2014). Student success can then be attributed to the application of 21
st

century skills in the classroom and outside as well.
The success of students and the receptiveness of teachers/administrators had a positive
effect on the educational system. Responses to both survey questions indicated the role that
STEM plays in the education of students and the investment that teachers make to prepare them
for post-secondary education as a result of the science fairs. Students make connections to what
they learn and teachers/administrators determine ways to support them. Students can collaborate
not only in class but also outside of class as part of their evening labs and workshops. By
creating an environment where students are engaged, teachers support both student learning and
their own growth and development.
Chapter Summary
The education system evolved to support the use of STEM in the classroom, as every
year, a new era of future STEM students emerges. Science projects are no longer a chore but an
important task of a student’s educational development. Teachers also understand their role in
promoting STEM Education. The work that has taken place is only a small portion of what is to
come.
Every year, students graduate with a new set of skills that will support their ability to be
successful in their career of choice. For many of these students, the school and the science fairs
opened up a door into the fields of STEM. As a result, students express an interest in these fields
and make connections with their own understanding of a global economy. An important
component of what is occurring, particularly at Don Bosco, is that the educators support students
in their moments of self-discovery, creativity, critical thinking and commitment towards a better
opportunity. The shift in instruction provides students with access and a learning experience that
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goes beyond what is expected of a secondary education. Students not only design and create
projects; they are also networking and establishing positive relationships with multinational
corporations.
The Science and Technology Fair influenced how curriculum is used to support student
learning. The application of 21
st
century skills changed the policies that govern education.
These skills are embedded in the curriculum to engage students and teachers by making learning
and instruction meaningful. As a result, there is a sense of urgency for teachers to adapt STEM
curriculum in academic content courses. As the number of students who participate in science
fairs continues to increase, so will the level of student engagement, making Costa Rica the
capital of STEM education.

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CHAPTER FIVE: FINDINGS, IMPLICATIONS, AND CONCLUSIONS
The 1980s was a time of change for Costa Rica due to economic, political, and
educational factors. In order to compete in an evolving global market, a new economic strategic
plan was implemented to attract high-tech foreign direct investment (FDI). As a result, the
Coalición Costarricense De Iniciativas De Desarrollo (CINDE) was introduced with the purpose
of promoting and increasing FDI while improving quality of life and attracting investors into the
country (Corder & Paus, 2008; Rodriguez-Claire, 2001). The efforts of CINDE proved to be a
lucrative investment for MNCs and, in 1996 Intel invested 300 million dollars and, in the
process, revolutionized the educational system (Rodriguez-Claire, 2001; World Bank Group,
2006). Positive outcomes are supported by the large number of MNCs that have since invested
in the country.
The increase of Multinational Corporations (MNCs) brought new job opportunities in a
variety of technical fields (CINDE, 2013). However, these job opportunities now require
educational institutions to produce employees with the skills necessary to compete in the global
job market. As a result, schools must ensure that students develop 21
st
century skills in science,
technology, engineering, and math (STEM) in order to prepare the next generation of
knowledge-ready workers (Nelson, 2005; Rodriguez-Claire, 2001; World Bank Group, 2006).
The purpose of this study was to examine the influence that globalization, FDI, and
multinational corporate responsibility had on the curriculum and practices in schools.
Furthermore, the relationship between STEM education and economic growth was studied. This
study also examined how the mandated national science fair influenced the use of Project-Based
Learning (PBL) to build human capital and prepare students for 21
st
century jobs, particularly in
STEM fields.

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Three research questions were developed in response to the review of the literature:

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 participation in the national science and technology fair
influenced implementation of 21
st
century skills through the use of project-based
learning and technology by teachers across all curricular areas? How has this use
influenced 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?
The methodology used for this case study was a qualitative approach, which ensured that
rich data would provide an understanding of the effects of curriculum and globalization
(Merriam, 2009). The participants were selected via a purposeful sampling technique that
included students, school leaders, business leaders, and political/government leaders. All 20
interview participants were selected as a result of the roles/position each one held in the
educational, business, and government structures. The researcher, in partnership with the
University of Southern California’s thematic dissertation group, conducted interviews and
collected survey data over a period of 10 days. The following forms were used in the data
collection process: Policy/Government Agency Interview Protocol (Appendix B), Business
Leaders Interview Protocol (Appendix C), School Leader Interview Protocol (Appendix D),
Student Interview Protocol (Appendix E). In addition, a survey protocol for teachers and
administrators (Appendix F), survey protocol for students (Appendix G), and a classroom
observation protocol (Appendix H) were used.
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Discussion of Findings
The findings, as a data discussed in Chapter 4 is presented and connected to the literature.
The first finding is that educators attribute the implementation of STEM curriculum as policy
within the educational system to the high influx of MNCs. This increased the demand for
knowledge-ready workers as well as the economic growth of the country. The second finding is
that the use of PBL and 21
st
century skills is evident in the classrooms and the work that students
produced as a result of the science fairs. The third finding is that all stakeholders are invested in
STEM education and see it as the bridge to higher education that will increase human capital and
knowledge-based workers in various STEM fields.
The first finding is that stakeholders attribute the implementation of STEM curriculum as
policy within the educational system to the high influx of MNCs. Multinational corporations,
like Intel, have been instrumental in changing the educational structure. A number one priority
for Intel was the increase of support provided to education in elementary, middle and high
school, higher education, and in the community (Intel in Costa Rica, n.d.). This finding is
consistent with Valencia’s (2008, 2009) work indicating that the country’s educational system
shifted the focus of curriculum to connect with the growing demand of established companies
and future MNCs. The high influx of MNCs, coupled with a growing global economy, forced
policy-makers to implement STEM field education in schools. Additionally, the focus on
science fair curriculum serves as an academic motivator for students. This finding correlates
with the literature that states that student participants expressed the opportunity to learn
something new, grade improvement, having a good experience, impact on academic record,
improving presentation skills, and networking advantages of participating in the science fair
(Czernaik & Lumpe, 1996).
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This finding furthers supports the influence that MNCs have had on education and policy.
Through the collaborative efforts of the Ministry of Public Education, the Ministry of Science
and Technology, and private companies, teachers and students across the country have the
support in the development of and creation of projects focused on science and technology. This
is true of Don Bosco in that the school focuses on STEM education as a way to create learning
experiences. The implementation of the science fair curriculum shaped the academic structure,
and the support of MNCs not only increased career opportunities in STEM fields, but it has also
created a new generation of students pursuing degrees in fields that had not been part of the
general career path. In turn, students are supported through a global understanding of what
MNCs require of the next generation of employees.
To further understand why stakeholders attribute the implementation of STEM
curriculum as policy within the educational system to MNCs, Spring’s (2009) Culturalist
Framework is applied. The world, with regards to global education, is not accessed through one
model alone, but, rather, through many different models in which ideas, in particular to
academics, are used to generate meaning and understanding (Spring, 2008,2009). This
framework suggests that educational policies and goals are not aligned because countries must
often develop educational policies that support the changes that occur within MNCs. This would
indicate that companies will continue to influence the educational policy changes that schools
adopt in support of building a more sustainable job market.
The second finding that emerged was that the use of PBL and 21
st
century skills is
evident in classrooms and the work that students produce as a result of the science fairs. A
review of the literature revealed that PBL and the application of 21
st
century skills were vital
components that supported student learning and engagement in the classroom (Slough & Milam,
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2013; Partnership for 21
st
Century Skills, 2008). The increase in science fair participation and
the continued efforts of teachers in preparing students to be lifelong learners has been a constant
area of interest for schools, particularly for Don Bosco.
In order for individuals to create meaning of information, learning that is engaging and
supporting meaningful discussions must occur in the classroom. Students must collaborate with
their peers as they process information. Students are challenged in technical courses to
implement the use of PBL and 21
st
century skills. However, academic courses are missing the
connection to PBL and 21
st
century skills. These particular courses continue to take a traditional
instruction/learning approach. Unfortunately, students are not challenged to think from a critical
perspective nor are they challenged to collaborate with their peers and take a leadership role in
creating projects. This is consistent with the literature that states that what is often seen in the
classroom is the lack of collaboration and student engagement where students access former
knowledge to support their ideas on a topic (Shanklin, 2006). In contrast, students in technical
classrooms build on their knowledge of information, increase time spent collaborating, and
reinforce how they learn and build on the opportunities beyond the classroom.
For Don Bosco, education is no longer focused on the basic principles of learning, which
are based on essential knowledge of subjects. The focus is now on the ability of students and
teachers to foster a sense of learning that contributes to the economy and a more sustainable
quality of life for its citizens (CINDE, 2013). For both students and teachers, building a better
nation is the reason so much time and effort is spent on producing projects that will be selected
for Intel ISEF and contribute to the country’s economic growth.
Survey data and interviews suggest that the science and technology fair increased the use
of PBL in the classroom. The creation of Educar Como Científico (Educate as a Scientist) is a
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program that was created as a result of Expo Ingeniería (Engineering Expo) and the NSTF. This
program was designed to support students through classroom instruction and was focused on
how scientists learn. In the process, teachers also learn to apply science curriculum to support
student understanding and engagement. In order for students to become active participants and
self-directed learners, the classroom must support what Slough and Milam (2013) describe as
“promoting autonomy and lifelong learning”. Comparably, Partnership for 21
st
Century Skills
(2008) discusses “learning and innovation skills” and mirrors PBL by promoting creativity,
critical thinking, communication, and collaboration. These skills support stakeholders in
response to learning and engagement and act as a catalyst that builds on science curriculum and
instruction.
The evidence of PBL and 21
st
century skills in the classroom are also consistent with the
use of technology. The literature reviewed indicated that the use of technology is an important
component of classroom instruction as it relates to participation in the science fairs (Estado de la
Educación, 2010; Intel in Costa Rica, n.d.). Without the use of technology in the classroom,
Costa Rica cannot increase the importance of STEM and the participation in science fairs at both
regional and global levels. This is one of the main reasons the school integrates technology in
the classroom and uses it in collaboration with science curriculum. Interview and survey data
supported the literature and indicated that technology in schools is supported through the use of
computers and machines donated by Intel. Perhaps the greatest influence of technology for the
country was the creation by Intel of a computer clubhouse that expanded to computer labs for
Don Bosco students and supported teachers who, as a result, created ways for students to develop
creativity, problem-solving abilities, and technology skills (Intel in Costa Rica, n.d.).
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Partnerships for 21
st
Century Learners (2008) is instrumental as a framework in which the
student outcome calls for “information, media, and technology skills” to build on student
communication through the use of technology. Teachers inform their own practice through
curriculum and instruction by determining the ways to make these outcomes accessible in the
classroom while ensuring that students benefit from the learning experience that results from
using technology.
The third finding was that all stakeholders are invested in STEM education and see it as
the bridge to higher education that can increase human capital and knowledge-based workers in
various STEM fields. Science fair curriculum and participation are instrumental in preparing
students for higher education. When science fairs were first established, institutions of higher
education were responsible for housing these programs and developing projects to support
students in primary and secondary schools. The changes in the last decade shifted the
responsibility to primary and secondary schools. This action has placed more emphasis on the
support that students need to understand their role in education. The emergence of MNCs
reinforced the demand for a new generation of workers who meet the qualities and demands that
companies seek. STEM education supports this new generation of workers by developing in
them a sense of learning that engages their thinking. This finding responds to the literature that
states that students who earn degrees in STEM-related fields are selected by MNCs to work in
high-tech areas (CINDE, 2013). This is particularly true of the students at Don Bosco, who
understand the relationship that exists among the science fairs, universities, and MNCs across the
country. This relationship motivated all stakeholders to embrace the benefit of participating in
science fairs. Students can build their knowledge of STEM as they enroll in colleges/universities
while teachers increase their knowledge of science curriculum and application.
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Limitations
This case study examined the influence that globalization, foreign direct investment, and
multinational corporate responsibility have had on curriculum practices in schools in Costa Rica.
Several factors contributed to the limitations of this study. On the day the researchers were to
distribute the surveys at Don Bosco, they were informed that all of the teachers were leaving
campus due to an issue with the government paying per their contractual hours. This situation
left the researchers with no students or teachers to survey. Within the hour, the school and the
country’s government found a solution, all teachers went back into the classroom, and school
resumed. However, because this situation caused confusion for students, administration believed
it would be better if they distributed the surveys and made them available for the researchers the
following day. Upon collecting the surveys, it was not clear which students in the technical or
academic classrooms completed the surveys. In addition, for the teacher surveys, it was not clear
if the teacher completing it taught an academic or technical course.
An important part of the case study was the interviews that took place while in the
country. During the research team’s visit, the World Cup was taking place. It had been 20 years
since Costa Rica had advanced to the quarterfinals, and the country had much to celebrate. As a
result, the government gave every working citizen a three-hour lunch break. This created traffic
in all parts of the city and caused many of the scheduled interviews to be cancelled. While none
of the interviewees ever mentioned that their reason for cancelling was the result of the Costa
Rican soccer team playing, it was evident that, during this time, the country came to a complete
stop as they celebrated the team’s victory in the World Cup. Time constraints did not allow for
rescheduling, and some interviews were not accounted for in this study. Finally, another
limitation was that the World Cup had an effect on students. Upon the research team’s visit, all
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instruction stopped and students were in various classrooms watching and cheering on the soccer
team. As a result, no additional data was collected and the visit was suspended.
Implications for Practice
This case study showed how a country can change the way education promotes student
learning and success. Bringing together the different sectors of the country’s government,
education, and business increased awareness of the global economy and developed the nation’s
ability to compete on a global level. The establishing of the national mandate which requires
that schools create the space for students to design science projects opened doors for students
and educators. Schools across the globe can use the implementation of the science fair
curriculum to support student engagement at the high school and college/university level.
Moreover, schools can use alternate versions of the various science fairs to mirror the needs in
their own countries. This can be used as a tool that supports a need for academic success,
increased career opportunities in various sectors, and a greater demand for knowledge-ready
workers.
Students and teachers agree that science fair participation has a positive effect on a
student’s life. This was evident in the survey data gathered. Participation in science fairs
allowed students increased investment in their education. They are highly conscious of their
ability to succeed and determine ways to better produce science fair projects that will not only
change but also revolutionize the world. By partnering up with MNCs and staying current on the
needs of these companies, individuals in areas of government, education, and business can make
adjustments to the areas that currently do not produce the desired outcomes.
Another implication for practice is the collaboration that exists with MNCs like Intel and
Don Bosco. There is a great benefit in building solid partnerships with these companies because
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doing so creates opportunities for growth and development. It is important for schools to seek
support in the form of monetary donations and maintaining a working relationship with
companies. When this occurs, the ability to collaborate together opens doors to career
opportunities within the company or similar companies.
Schools that seek this type of support and believe they can benefit from the relationship
must also have school leaders and teachers willing to incorporate the needs of these companies to
support the partnership. This cannot be a give and take relationship but a relationship built on a
mutual understanding of how they can both collaborate on a systematic approach in education.
A third implication for practice is creating a true Project-Based Learning environment in
the classroom. Slough and Milan (2013) explain that developing educators must support
students with scaffolds and provide feedback that will allow them to evaluate the process they
used to create and develop projects.
The application of Slough and Milan’s (2013) design principles has supported schools in
creating learning structures that build on collaboration and creativity. At Don Bosco, teachers in
technical classrooms support students with instruction. By making content accessible, teachers
identify areas of interest to engage students to take an active role. One example of how students
make content accessible is through what educators call indagación or brainstorming. By
brainstorming and connecting what they learned with prior knowledge, teachers are creating a
space for students to take interest in the learning process. Making thinking visible is a way to
model for students the objective of the day’s lesson. Teachers in technical classrooms begin
their lessons with an anticipatory set that sets the tone for what students will be doing. This
supports students on the objective of the day as well as in the ability to enhance their learning as
they develop new skills. Helping students learn from others is a design principle that promotes
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peer-to-peer collaboration. How students build relationships with others is an important
component of student interaction. The students are challenged to engage in collaboration with
students in their grade level and with students from other schools. For example, the students
who traveled to Los Angeles for the Intel ISEF fair had to build relationships with other students,
and collaboration was an important element in fostering working relationships. Their connection
to the science fair and their passion for science in general allowed them to find support in each
other. Finally, promoting autonomy and lifelong learning was a design that was present in the
technical classrooms observed. Students created and developed projects with the freedom to
think critically, globally, and outside of the box. These students rarely developed projects that
were limiting in scope because they have autonomy to choose what they are interested in
creating. Adopting these four design principles will enable classrooms to take a more active
approach to collaboration while engaging students in the learning process.
Future Research
Future research in Costa Rica must examine the systematic approach of pedagogy as it
relates to classroom instruction for teachers in all subjects. There seems to be a great disconnect
between teacher instruction in academic content classes and teacher instruction in technical
classrooms. This would indicate that students in technical classes are benefiting from a more
collaborative instruction than students in an academic classroom who are given a more
traditional form of instruction. It would be ideal for additional research to examine teacher
preparation programs and their focus on classroom instruction. The Estado de la Educación
(2010) examined teacher preparation programs, and, while the current state of these programs
have made significant changes, universities must reevaluate their programs to determine the
changes that will sustain the level of academic leaders needed in classrooms across the country.
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In addition, universities must regain the investment they once had in science fairs. Currently,
universities are not as involved in the science fair process as they once were. It is imperative that
universities collaborate with schools and the Ministry of Public Education to support policy that
is reflective of the global changes, economic growth, and investment of multinational
corporations in the country.
Conclusion
This case study examined the influence that globalization, foreign direct investment, and
multinational corporate responsibility have had on curriculum practices in schools in Costa Rica.
By examining globalization, foreign direct investment, and multinational corporate responsibility
in schools, this study creates an awareness of education. Costa Rica has a very rich history and
several events transformed the country into what it is today. The greatest change that the
country made is the focus on education by making it a priority. Citizens benefit greatly from the
opportunity to attain an education and, ultimately, a career that will open doors in public or
private sectors. For Costa Ricans, education is not a commodity available to the rich; it is
available to all who seek it. Educators value the work that occurs in classrooms every day. This
is evident not because they express their love of teaching but because it shows in their work with
students. At the government/policy level, the work that developed to support education is
reflective of the changes to policy that reinforced the objective of education, which is to provide
students with the tools necessary to compete in a global economy. Finally, business leaders
understand that education cannot standalone. Schools must enlist the support of individuals or
entities that cannot promote learning and engage students in the process. Students are the future
of their country, and, as such, there must be a strong investment from business leaders who
understand that these students will one day take on these leadership positions.

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Sansone, C., & Schreiber-Absher, W. (2011). A rare and valued asset: Developing leaders for
research, scientific, technology and engineering organizations. Organization
Development Journal, 29(2), 47-57.
Schleicher, A. (2011). The case for 21
st
century learning. Organization for Economic
Cooperation and Development. The OECD Observer; 282/283, pg. 42
Schuler, D. A., & Brown, D. S. (1999). Democracy, regional market integration, and foreign
direct investment: Lessons from Costa Rica. Business & Society, 38(4), 450-473.
Shanklin, N., (2006). How do we talk to students to help them learn? Voices from the Middle,
14(2), 64-67.
Slough, S. W., & Milan, J. O. (2013). Theoretical framework for the design of STEM project-
based learning. In Capraro, R. M., Capraro, M. M., & Morgan, J. (Eds.), STEM project-
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Wagner, T. (2008). 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. New York: Basic Books.
Wagner, T., & Compton, R. A. (2012). Creating innovators: The making of young people who
will change the world. New York: Scribner.
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Appendix A
Recruitment/Consent Letter

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 Technology Fair as a means of producing knowledge
ready workers for 21
st
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 21
st
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?

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 anytime between June
16
th
and June 23
rd
. Please feel free to contact any member of our study team if you have any
questions.

Sincerely,

USC Doctoral Students

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(Spanish Translation)

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 de corporaciones multinacionales en el sistema
educativo de Costa Rica. La razón de la investigación, presta atención a las siguientes materias
académicas: ciencia, tecnología, ingeniería, 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 corporaciones multinacionales, 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 participación 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)
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Appendix B
Policy/Government Agency Interview Protocol
Interviewer: __________________________ Date: _________________________
Interviewee: __________________________ Location: _____________________
Job Title: ____________________________ Length of Time in Position: _______
Contact Information: ______________________________________________________
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 regards 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 21
st
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 anonymous? 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, Engineering,
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 technology fair
policy?
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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?
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 instruction?
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 technology 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
21
st
century skills particularly those from science, technology, engineering, and math
fields?
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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 important to
the economic future of Costa Rica? If so, how?

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(Spanish Translation)
Protocolo de Entrevista para Política/Agencias de Gobierno
Entrevistador: ______________________________
Fecha:________________________
Entrevistado: ______________________________ Ubicación:_____________________
Puesto Trabajo:______________________________ Tiempo en el puesto:____________
Información de Contacto:______________________________________________________
Hora Inicio : ____________________________ Hora Finalización:________________
Introducción
[Preséntese y su afiliación].
Durante esta conversación, tenemos la esperanza de aprender más acerca de [indicar la
afiliación] y sus experiencias con respecto a los cambios en el sistema educativo en Costa Rica.
El objetivo final de este estudio es comprender mejor, cómo las escuelas están ayudando a los
estudiantes a desarrollar habilidades del siglo 21, particularmente en los campos de la ciencia,
tecnología, ingeniería y matemáticas (STEM).
Sus comentarios serán anónimos, si usted así lo quiere. ¿Desea permanecer en el anonimato?
Nos gustaría grabar esta entrevista con el fin de garantizar la exactitud de nuestra conversación.
¿Tenemos su consentimiento?
Esta entrevista durará aproximadamente unos 60 minutos. ¿Tiene alguna pregunta antes de
empezar?

I. Política Nacional de las ferias de Ciencia y Tecnología y el STEM (Ciencia,
Tecnología, Ingeniería y Matemáticas)
1. ¿Cuál es su opinión sobre la importancia que tiene en la educación la ciencia, la
tecnología, la ingeniería y las matemáticas?
2. ¿Qué efecto ha observado en los estudiantes / profesores / líderes educativos que
participan en ferias de ciencia y tecnología?
3. ¿Podría describir los cambios relacionados con STEM y los intereses que se han
producido en todo el país como resultado de la política de las ferias de ciencia y
tecnología?
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4. Para aquellos estudiantes que participan en las ferias de ciencia y tecnología, ¿qué
cambios ha notado en sus intereses por aquellas áreas de estudio relacionadas al
STEM? ¿Qué acerca de los profesores? ¿Y de los líderes educativos?
5. ¿Debido a la política nacional de las ferias de ciencia y tecnología, ha habido algún
cambio en el sistema educativo de Costa Rica? Si es así, ¿cómo?

II. Currículo e Instrucción
1. ¿Cuál ha sido su experiencia en las ferias de ciencia y tecnología?
2. ¿Cómo han repercutido las ferias de ciencia y tecnología, en la enseñanza de las
ciencias?
3. ¿Cómo han repercutido las ferias de ciencia y tecnología, en los planes de estudios?
4. ¿Qué estrategias se emplean en preparar a los estudiantes para las ferias de ciencia y
tecnología?
5. ¿En qué medida las ferias de ciencia y tecnología han repercutido en el uso del
aprendizaje basado en proyectos?
6. ¿Cómo es utilizada la tecnología en preparar a los estudiantes para las ferias de
ciencia y tecnología?
7. ¿Cómo han repercutido las ferias de ciencia y tecnología, en preparar a los estudiantes
académicamente para estudios superiores?

III. Influencia de la política, la globalización y las Corporaciones Multinacionales en la
educación STEM (Ciencia, Tecnología, Ingeniería y Matemáticas).
1. ¿Apoya el currículo de la ciencia, la participación en las ferias de ciencia y
tecnología? Si es así, ¿cómo?
2. ¿Cómo las escuelas han promovido la participación en las ferias de ciencia y
tecnología?
3. ¿Cómo influye la participación de los estudiantes en las ferias de ciencia y tecnología,
a que ellos participen dentro de la educación STEM?
4. La política nacional de las ferias de ciencia y tecnología, han creado más graduados
con las habilidades del siglo 21, especialmente en las áreas de STEM?
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5. ¿Cuál debería ser el rol de Intel y de otras Compañías Multinacionales, en la
promoción de STEM (Ciencia, Tecnología, Ingeniería y Matemáticas) y la
participación en las ferias de ciencia y tecnología?
6. ¿Cree usted que la educación STEM (Ciencia, Tecnología, Ingeniería y Matemáticas)
es importante para el futuro económico de Costa Rica? Si es así, ¿cómo?

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Appendix C
Business Leaders Interview Protocol
Interviewer: __________________________ Date: _________________________
Interviewee: __________________________ Location: _____________________
Job Title: ____________________________ Length of Time in Position: _______
Contact Information: ______________________________________________________
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 regards 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 21
st
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 anonymous? 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, Engineering,
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 education related
changes and interests that have occurred nationwide as a result of the science and
technology fair policy?
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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?
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?
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4. Has the National Science and Technology Fair policy created more graduates with
21
st
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 important
to the economic future of Costa Rica? If so, how?

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(Spanish translation)
Protocolo de Entrevista para Líderes de Negocios
Entrevistador: ______________________________
Fecha:________________________
Entrevistado: ______________________________ Ubicación:_____________________
Puesto Trabajo:______________________________ Tiempo en el puesto:____________
Información de Contacto:______________________________________________________
Hora Inicio : ____________________________ Hora Finalización:________________
Introducción
[Preséntese y su afiliación].
Durante esta conversación, tenemos la esperanza de aprender más acerca de [indicar la
afiliación] y sus experiencias con respecto a los cambios en el sistema educativo en Costa Rica.
El objetivo final de este estudio es comprender mejor, cómo las escuelas están ayudando a los
estudiantes a desarrollar habilidades del siglo 21, particularmente en los campos de la ciencia,
tecnología, ingeniería y matemáticas (STEM).
Sus comentarios serán anónimos, si usted así lo quiere. ¿Desea permanecer en el anonimato?
Nos gustaría grabar esta entrevista con el fin de garantizar la exactitud de nuestra conversación.
¿Tenemos su consentimiento?
Esta entrevista durará aproximadamente unos 60 minutos. ¿Tiene alguna pregunta antes de
empezar?

I. Política Nacional de las ferias de Ciencia y Tecnología y el STEM (Ciencia,
Tecnología, Ingeniería y Matemáticas)
1 ¿Cuál es su opinión sobre la importancia que tiene en la educación la ciencia, la
tecnología, la ingeniería y las matemáticas?
2 ¿Qué efecto ha observado en los estudiantes / profesores / líderes educativos que
participan en ferias de ciencia y tecnología?
3 ¿Podría describir los cambios relacionados con STEM y los intereses que se han
producido en todo el país como resultado de la política de las ferias de ciencia y
tecnología?
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4 Para aquellos estudiantes que participan en las ferias de ciencia y tecnología, ¿qué
cambios ha notado en sus intereses por aquellas áreas de estudio relacionadas al
STEM? ¿Qué acerca de los profesores? ¿Y de los líderes educativos?
5 ¿Debido a la política nacional de las ferias de ciencia y tecnología, ha habido algún
cambio en el sistema educativo de Costa Rica? Si es así, ¿cómo?

II Currículo e Instrucción
1 ¿Cuál ha sido su experiencia en las ferias de ciencia y tecnología?
2 ¿De qué manera la participación en las ferias de ciencia y tecnología, repercuten en
la fuerza laboral?
3 ¿Cómo han repercutido las ferias de ciencia y tecnología, en los planes de estudios?
4 ¿Están las escuelas preparando estudiantes de manera adecuada para las ferias de
ciencia y tecnología?
5 ¿En qué medida las ferias de ciencia y tecnología han repercutido en el uso del
aprendizaje basado en proyectos?
6 ¿Cómo es utilizada la tecnología en preparar a los estudiantes para las ferias de
ciencia y tecnología?
7 ¿Cómo han repercutido las ferias de ciencia y tecnología, en preparar a los estudiantes
académicamente para estudios superiores?

III Influencia de la política, la globalización y las Corporaciones Multinacionales en
la educación STEM (Ciencia, Tecnología, Ingeniería y Matemáticas).
1. ¿Apoya el currículo de la ciencia, la participación en las ferias de ciencia y
tecnología? Si es así, ¿cómo?
2. ¿Cómo las escuelas han promovido la participación en las ferias de ciencia y
tecnología?
3. ¿Cómo influye la participación de los estudiantes en las ferias de ciencia y
tecnología, a que ellos participen dentro de la educación STEM?
4. La política nacional de las ferias de ciencia y tecnología, han creado más
graduados con las habilidades del siglo 21, especialmente en las áreas de STEM?
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5. ¿Cuál debería ser el rol de Intel y de otras compañías multinacionales, en la
promoción de STEM (Ciencia, Tecnología, Ingeniería y Matemáticas) y la
participación en las ferias de ciencia y tecnología?
6. ¿Cree usted que la educación STEM (Ciencia, Tecnología, Ingeniería y
Matemáticas) es importante para el futuro económico de Costa Rica? Si es así,
¿cómo?

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Appendix D
School Leader Interview Protocol
Interviewer: __________________________ Date: _________________________
Interviewee: __________________________ Location: _____________________
Job Title: ____________________________ Length of Time in Position: _______
Contact Information: ______________________________________________________
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 regards 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 21
st
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 anonymous? 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, Engineering,
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
technology fair policy?
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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?
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 instruction?
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 technology
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?
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4. Has the National Science and Technology Fair policy created more graduates with
21
st
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 important
to the economic future of Costa Rica? If so, how?

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(Spanish translation)
Protocolo para Entrevistar a Líderes Escolares

Entrevistador:______________ Fecha:______________________
Entrevistado:_______________ Lugar:______________________
Puesto de Trabajo:__________ Información del Contacto:___
Tiempo en el puesto:________
Hora Inicio:________________ Hora Fin:___________________
Introducción
[Presentarse el mismo y su afiliación]
Durante esta conversación, tenemos la esperanza de aprender más acerca de [indicar la
afiliación] y sus experiencias con respecto a los cambios en el sistema educativo en Costa Rica.
El objetivo final de este estudio es comprender mejor, cómo las escuelas están ayudando a los
estudiantes a desarrollar habilidades del siglo 21, particularmente en los campos de la ciencia,
tecnología, ingeniería y matemáticas (STEM).
Sus comentarios serán anónimos, si usted así lo quiere. ¿Desea permanecer en el anonimato?.
Nos gustaría grabar esta entrevista con el fin de garantizar la exactitud de nuestra conversación.
¿Tenemos su consentimiento?
Esta entrevista durará aproximadamente unos 60 minutos. ¿Tiene alguna pregunta antes de
empezar?
I. Política Nacional de las ferias de Ciencia y Tecnología y STEM.
1. ¿Cuál es su opinión sobre la importancia de la educación STEM?
2. ¿Qué efecto ha observado en los estudiantes / profesores / líderes educativos que participan
en ferias de ciencia y tecnología?
3. ¿Podría describir los cambios relacionados con STEM y los intereses que se han producido
en todo el país como resultado de la política de las ferias de ciencia y tecnología?
4. Para aquellos estudiantes que participan en las ferias de ciencia y tecnología, ¿qué cambios
ha notado en sus intereses por aquellas áreas de estudio relacionadas al STEM? ¿Qué acerca de
los profesores? Y de los líderes educativos?
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5. ¿Debido a la política nacional de las ferias de ciencia y tecnología, ha habido algún cambio
en el sistema educativo de Costa Rica? Si es así, ¿cómo?.
II. Currículo e Instrucción.
1. ¿Cuál ha sido su experiencia en las ferias de ciencia y tecnología?
2. ¿Cómo han repercutido las ferias de ciencia y tecnología, en la enseñanza de las ciencias?
3. ¿Cómo han repercutido las ferias de ciencia y tecnología, en los planes de estudios?
4. ¿Qué estrategias se emplean en preparar a los estudiantes para las ferias de ciencia y
tecnología?
5. ¿En qué medida las ferias de ciencia y tecnología afectan el uso del ABP?
6. ¿Cómo es utilizada la tecnología en preparar a los estudiantes para las ferias de ciencia y
tecnología?
7. ¿Cómo han repercutido las ferias de ciencia y tecnología, en preparar a los estudiantes
académicamente para estudios superiores?
III. Influencia de la política, la globalización y las multinacionales en la educación STEM.
1. ¿Apoya el currículo de la ciencia, la participación en las ferias de ciencia y tecnología? Si es
así, ¿cómo?.
2. ¿Cómo las escuelas han promovido la participación en las ferias de ciencia y tecnología?.
3. ¿Cómo influye la participación de los estudiantes en las ferias de ciencia y tecnología, a que
ellos participen dentro de la educación STEM?
4. La política nacional de las ferias de ciencia y tecnología, han creado más graduados con las
habilidades del siglo 21, especialmente en las áreas de STEM?.
5. ¿Cuál debería ser el rol de Intel/MNCs en la promoción de STEM y la participación en las
ferias de ciencia y tecnología?.
6. ¿Cree usted que la educación STEM es importante para el futuro económico de Costa Rica?
Si es así, ¿cómo?.

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Appendix E
Student Interview Protocol
Interviewer: __________________________ Date: _________________________
Interviewee: __________________________ Location: _____________________
Job Title: ____________________________ Length of Time in Position: _______
Contact Information: ______________________________________________________
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 regards 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 21
st
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 anonymous? 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, Engineering,
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 academic
career?
3. As a result of the mandate for all schools to participate in the science and
technology fairs, do you notice any changes in the science and technology
programs at schools that you have attended?

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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
technology fairs?
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 important
to the economic future of Costa Rica? If so, how?

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(Spanish translation)
Protocolo de Entrevista al Estudiante
Entrevistador:______________ Fecha:______________________
Entrevistado:_______________ Lugar:______________________
Grado/Nivel:________________ Información del Contacto:___
Número de veces participó en Ferias de Ciencia y Tecnología:_________
Hora Inicio:________________ Hora Fin:___________________
Introducción
[Presentarse el mismo y su afiliación]
Durante esta conversación, tenemos la esperanza de aprender más acerca de [indicar la
afiliación] y sus experiencias con respecto a los cambios en el sistema educativo en Costa Rica.
El objetivo final de este estudio es comprender mejor, cómo las escuelas están ayudando a los
estudiantes a desarrollar habilidades del siglo 21, particularmente en los campos de la ciencia,
tecnología, ingeniería y matemáticas (STEM).
Sus comentarios serán anónimos, si usted así lo quiere. ¿Desea permanecer en el anonimato?.
Nos gustaría grabar esta entrevista con el fin de garantizar la exactitud de nuestra conversación.
¿Tenemos su consentimiento?
Esta entrevista durará aproximadamente unos 60 minutos. ¿Tiene alguna pregunta antes de
empezar?
I. Política Nacional de las ferias de Ciencia y Tecnología y STEM.
1. ¿Cuál es su opinión sobre la importancia que tiene en la educación la ciencia, la tecnología,
la ingeniería y las matemáticas?
2. ¿Qué efectos han tenido las ferias de ciencia y tecnología en su vida y en su carrera
académica?
3. Como resultado de la Ley a que todas las escuelas participen en las ferias de ciencia y
tecnología, ha notado algún cambio en los programas de ciencia y tecnología en las escuelas que
usted ha asistido?
4. ¿Ha cambiado su interés en la ciencia, la tecnología, la ingeniería y las matemáticas y otros
campos relacionados como resultado de su participación en las ferias de ciencia y tecnología?

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II. Currículo e Instrucción.
1. ¿Cuál ha sido su experiencia en las ferias de ciencia y tecnología?
2. ¿Según la educación que ha recibido, se siente preparado para las ferias de ciencia y
tecnología?
3. ¿Qué hicieron sus profesores en clases, para prepararlo en las ferias de ciencia y tecnología?
4. ¿Qué hizo usted en clases, para prepararse en las ferias de ciencia y tecnología?
5. ¿Cómo es utilizada la tecnología, para prepararlo en las ferias de ciencia y tecnología?
6. ¿Cree que su participación en las ferias de ciencia y tecnología le han motivado a estudiar
alguna carrera universitaria con especialidad relacionada a ciencia, tecnología, ingeniería o
matemáticas?
III. Influencia de la política, la globalización y las multinacionales en la educación STEM.
1. ¿Cómo las escuelas han promovido la participación en las ferias de ciencia y tecnología?
2. ¿Tiene usted conocimiento de cualquier tipo de programas o soporte que Intel ha
proporcionado a su escuela para mejorar la ciencia, la tecnología y la educación?
3. ¿Cree usted que la educación STEM es importante para el futuro económico de Costa Rica?
Si es así, ¿cómo?.

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Appendix F
Survey Protocol for Teachers and Administrators

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(Spanish translation)
Protocolo de Encuesta al Profesor y Administrador

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Appendix G
Survey Protocol for Students

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(Spanish translation)
Protocolo de Encuesta al Estudiante

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Appendix H
Classroom Observation Protocol
Date _____________________________ Time _______________________________
No. of Students ____________________ Males __________ Females __________
Class Title and Grade Level _________________________________________________
Class Topic ______________________________________________________________
Classroom Set-Up

Overview of Lesson (Objective for the Day):

Materials in Use:

Additional Classroom Information:

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21
st
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
Entrepreneuri
alism
Promoting Autonomy and
Lifelong Learning

Effective
Oral and
Written
Communicati
on

Accessing
and
Analyzing
Information

Curiosity and
Imagination

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RQ1: Does the teacher utilize elements of the national science fair/STEM curriculum?

RQ1: Does 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: Does the teacher and/or student appear to be engaged in the STEM curriculum?

Are there additional questions for the teacher?

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Appendix I
Science and Technology Fair Observation Protocol
Date _____________________________ Time _______________________________
No. of Students ____________________ Males __________ Females __________
Grade Level of Student(s) __________________________________________________
Project Topic/ Theme _____________________________________________________
Facilities Set-Up

Overview of Events/Themes:

Materials in Use:

Additional Classroom Information:
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21
st
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
Entrepreneuriali
sm
Promoting Autonomy and
Lifelong Learning

Effective Oral
and Written
Communication

Accessing and
Analyzing
Information

Curiosity and
Imagination

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RQ1: Are there any commonalities between the Costa Rican students’ science fair projects (e.g. process,
procedures, subject areas of study)?

RQ2: Do students exhibit confidence in describing their project?

RQ2: Is the presentation of the project clearly articulated?

RQ2: Do students express thoughtful ideas and answers?

RQ2: Do the students relate their project to authentic application?

RQ3: Do the students appear to be engaged in the science fair process?

Are there additional questions for the students or teacher?

Abstract (if available)

Abstract The purpose of this qualitative study was to examine the influence of globalization and the foreign direct investment (FDI) of multinational corporations (MNCs) on the curriculum in schools in Costa Rica. The study focused primarily on Science, Technology, Engineering and Mathematics (STEM), Project-Based Learning (PBL), 21st century skills, and the national science and technology fair. The high influx of MNCs such as Intel has changed the global and educational culture of the country increasing the number of knowledge-based workers in Costa Rica. As a result, policy changes have been instituted in education to mirror the demands of sustaining the country’s global economy. ❧ This study was supported by the creation of three research questions that would attempt to answer 1) the extent that teachers implementing STEM curriculum trace their practices back to policy, globalization, and multinational corporations as well as the extent to which the economic growth of Costa Rica and STEM education are related, 2) how mandating the national science and technology fair has influenced 21st century skills through project-based learning and the use of technology by teachers and its impact on curriculum and instruction, and 3) how has the national science and technology fair policy changed the value of STEM education for students, teachers, and educational leaders. ❧ To further understand the outcome of this study, four theoretical frameworks were applied that included, Spring’s theory of world educational culture, Friedman’s world flatteners, Wagner’s 21st century skills and partnerships for 21st century skills, and Slough and Milam’s STEM project-based learning theoretical framework. Each framework was applied to support the changes to the educational system

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Asset Metadata

Creator Valdez, Joaquín G. (author)

Core Title Expanding educational access and opportunities: the globalization and foreign direct investment of multinational corporations and their influence on STEM, project-based learning and the national ...

School Rossier School of Education

Degree Doctor of Education

Degree Program Education

Publication Date 04/21/2015

Defense Date 03/17/2015

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

Tag 21st century skills,foreign direct investment,Globalization,globalization of education,multinational corporations,OAI-PMH Harvest,project-based learning,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), Wiedoeft, Oryla (committee member)

Creator Email jgvaldez@usc.edu,valdezjoaquin@gmail.com

Permanent Link (DOI) https://doi.org/10.25549/usctheses-c3-556430

Unique identifier UC11300017

Identifier etd-ValdezJoaq-3356.pdf (filename),usctheses-c3-556430 (legacy record id)

Legacy Identifier etd-ValdezJoaq-3356.pdf

Dmrecord 556430

Document Type Dissertation

Format application/pdf (imt)

Rights Valdez, Joaquín G.; Valdez, Joaquin G.

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