University of Southern California Dissertations and Theses

The role of globalization, science, technology, engineering, and mathematics project‐based learning, and the national science and technology fair mandate in creating 21st‐century-ready students i...

(USC Thesis Other)

The role of globalization, science, technology, engineering, and mathematics project‐based learning, and the national science and technology fair mandate in creating 21st‐century-ready students i...

PDF

Download a page range

Download transcript

Copy asset link

Request this asset

Transcript (if available)

Content Running head: STEM, PBL, NATIONAL SCIENCE AND TECHNOLOGY FAIRS 1
THE ROLE OF GLOBALIZATION, SCIENCE, TECHNOLOGY, ENGINEERING,
AND MATHEMATICS PROJECT-BASED LEARNING, AND THE
NATIONAL SCIENCE AND TECHNOLOGY FAIR MANDATE
IN CREATING 21ST-CENTURY-READY STUDENTS
IN SCHOOLS IN COSTA RICA
by
Merari Lisseth Weber
____________________________________________________________________
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 Merari Lisseth Weber
STEM, PBL, NATIONAL SCIENCE AND TECHNOLOGY FAIRS 2
Dedication
I dedicate this dissertation to my family, especially to those who have shown me
that anything can be accomplished through hard work, dedication, and perseverance
because they are the key ingredients of success. Special mention goes to my grandfather,
Rogelio Carazo Alvarez, who just recently passed away (a month shy of his 99th
birthday); to my Aunt Dora, who was the trailblazer in the family to emigrate to the
United States; to my mother, Maura, who has given me unconditional love and allowed
me to explore and find my own dream; to my Aunt Teresa, whom I call Mamá, for loving
me like a daughter and giving me unconditional love; and to my beloved husband, Andy
Weber, for believing in me and being my everything.

Dedicatoria
Dedico esta tesis doctoral a mi familia, especialmente a los que me han
demostrado que cualquier meta se puede lograr a través del trabajo duro, dedicación y
perseverancia, pues son los ingredientes claves para lograr el éxito. Con mención
especial a mi abuelo, Rogelio Carazo Alvarez, quien recientemente falleció (un mes antes
de cumplir 99 años de edad), a mi tía Dora quien fue la pionera en la familia para emigrar
a los Estados Unidos, a mi madre, Maura, que me ha dado su amor incondicional y me ha
permitido explorar y encontrar mi propio sueño, a mi tía Teresa, a quien yo llamo Mamá ,
por amarme como a una hija y también por darme su amor incondicional, y por último,
pero no menos importante, a mi amado esposo, Andy Weber, por creer en mí y ser mi
todo.
STEM, PBL, NATIONAL SCIENCE AND TECHNOLOGY FAIRS 3
Acknowledgments
This doctoral process is not an individual undertaking; it truly takes a village to
get it done. I thank Dr. Michael Escalante for selecting me to be in this dissertation
cohort, for his vision, support, direction, and belief in us, and for a true project-based
learning experience. Thanks go also to dissertation committee members Dr. Pedro Garcia
and Dr. Oryla Wiedoeft for their time and guidance throughout this process. Thanks to
Dr. Linda Fischer for her time and attention to the many drafts of this dissertation, to
Manuel de Jesus Orellana Espinoza for translating the protocols, and to Phyllis Parmet
for the professional touches. Thanks to my dissertation cohort. It has been a priceless and
amazing experience, and I can truly say that I am blessed to have worked with all of them
and hope that we continue to keep in touch. I especially thank Joaquin for all of those
days at the library getting it done; his support and presence have been invaluable.
Thanks to my work families for their friendships and support these past years: the
Division of Adult and Career Education in the Los Angeles Unified School District,
Glendale Community College, and Pasadena Community College.
Thanks to every amazing friend I have, especially Pamela Kightlinger for
listening to my process every day, each classmate, each teacher, mentor, and professor
who has been part of my past and current educational journey.
Finally, I thank the people of Costa Rica, their students, especially José David
Porras, Paulo Diaz, José Eduardo Vargas Solis, and José Pablo Soto Alvarado, their
parents, and their leaders for warmly opening their doors to us and allowing us to do our
study in their marvelous country. I have made friends for life and am truly honored to
have been part of this remarkable educational journey.
STEM, PBL, NATIONAL SCIENCE AND TECHNOLOGY FAIRS 4
Agradecimientos
Esta tesis doctoral no es una empresa individual; realmente se necesita de toda
una comunidad para lograr que esto sea hecho. Me gustaría agradecer al Dr. Michael
Escalante por elegirme en este grupo de tesis doctoral. Gracias por su visión, su apoyo, su
dirección, por creer en nosotros, y por una verdadera experiencia de aprendizaje basado
en proyectos. Gracias también al resto de mi comité de tesis doctoral, el Dr. Pedro García
y la Dra. Oryla Wiedoeft, por entregarnos su tiempo y su orientación a lo largo de este
proceso de tesis doctoral. Gracias a la Dra. Linda Fischer por su tiempo y atención a los
muchos borradores de esta tesis doctoral, a Manuel de Jesús Orellana Espinoza por
traducirme todos los protocolos, y a Phyllis Parmet por ayudarme a ponerle esos toques
finales de manera profesional. Gracias a mi grupo de tesis doctoral. Ha sido una
experiencia muy especial y increíble, y realmente puedo decir que tengo la bendición de
haber trabajado con todos ustedes y espero que nos mantengamos en comunicación. Me
gustaría agradecer especialmente a Joaquín por todos esos días en la biblioteca y
conseguir que este trabajo se encuentre concluido. Su apoyo y su presencia han sido
invaluables.
Gracias a mi familia de trabajo por su amistad y por apoyarme en estos últimos
años: la División de Adultos y Educación Profesional en el Distrito Escolar Unificado de
Los Angeles, Glendale Community College, y Pasadena Community College.
Gracias también a todos los amigos increíbles que tengo, especialmente Pamela
Kightlinger por escuchar todos los días de mi proceso, a cada compañero de clase, a cada
maestro, mentor y profesor que han sido parte de mi pasado y actual viaje educativo.
STEM, PBL, NATIONAL SCIENCE AND TECHNOLOGY FAIRS 5
Por último, me gustaría dar las gracias a la gente de Costa Rica, sus estudiantes,
especialmente a José David Porras, Paulo Diaz, José Eduardo Vargas Solis, José Pablo
Soto Alvarado, y a sus padres, y a sus líderes por abrirnos sus puertas calurosamente y
permitirnos hacer nuestro estudio en su maravilloso país. Siento que he hecho amigos
para toda la vida y estoy verdaderamente honrada de haber sido parte de este
extraordinario viaje educativo.
STEM, PBL, NATIONAL SCIENCE AND TECHNOLOGY FAIRS 6
Table of Contents
Dedication 2
Acknowledgments 3
List of Tables 9
List of Figures 10
Abstract 11
Chapter 1: Overview of the Study 13
Background 16
Statement of the Problem 19
Purpose and Research Questions 21
Significance of the Study 23
Limitations 26
Delimitations 27
Definition of Terms 27
Organization of the Dissertation 31

Chapter 2: Literature Review 33
Globalization 33
Definition of Globalization 34
Spring 36
Discussion of Globalization 37
Costa Rica 38
Political History 38
Educational History 42
Economic History 45
Critical Economic Incentives 49
Foreign Direct Investment (FDI) 50
CINDE and MNCs 51
Intel 54
Discussion of Critical Economic Incentives 57
Current Education in Costa Rica 58
21st-Century Skills 59
PBL and STEM 62
Science Fairs in Costa Rica 65
Discussion of Costa Rica 69
Theoretical Framework 70
Chapter Summary 71

Chapter 3: Research Methodology 73
Research Design 75
Population and Sample 76
Population 77
Sample 78
STEM, PBL, NATIONAL SCIENCE AND TECHNOLOGY FAIRS 7
Educational Policymakers and Leaders 79
Business Leaders 81
Intel ISEF Participants 81
Instrumentation 82
Interview Protocols 83
Observation Protocol 86
Survey Protocol 87
Data Collection 90
Data Analysis 92
Reliability 94
Ethical Considerations 94

Chapter 4: Results 96
Participants 99
Results for Research Question 1 102
Theme 1: Policy, Globalization, and Attraction of MNCs Have
Increased STEM and Science Fair Participation in Costa Rica 103
Theme 2: There Is a Strong Momentum to Integrate STEM
Education 109
Discussion of Results for Research Question 1 115
Results for Research Question 2 115
Theme 1: 21st-Century Skills and PBL Have Increased,
Although Not Equally in All Curriculum Areas 116
Theme 2: Opportunity for Science Fair Participation by All
Students Has Increased But It Is Not Yet Integrated Into the
Main Curriculum 124
Discussion of Results for Research Question 2 129
Results for Research Question 3 129
Theme: There Is High Value on STEM Education Throughout
Costa Rica 130
Discussion of Results for Research Question 3 133
Chapter Summary 133

Chapter 5: Summary, Recommendations, and Conclusions 135
Key Findings 139
Implications for Practice 143
Future Research 145
Conclusions 146

References 148
Appendices
Appendix A: Recruitment Letter: English and Spanish Versions 157
Appendix B: Policy/Government Agency Interview Protocol: English and
Spanish Versions 159

STEM, PBL, NATIONAL SCIENCE AND TECHNOLOGY FAIRS 8
Appendix C: Business Leaders Interview Protocol: English and Spanish Versions 163
Appendix D: School Leader Interview Protocol: English and Spanish Versions 167
Appendix E: Student Interview Protocol: English and Spanish Versions 171
Appendix F: Science and Technology Fair Observation Protocol 175
Appendix G: Classroom Observation Protocol 178
Appendix H: Survey Protocol for Teachers and Administrators: English
and Spanish Versions 181

Appendix I: Survey Protocol for Students: English and Spanish Versions 185
STEM, PBL, NATIONAL SCIENCE AND TECHNOLOGY FAIRS 9
List of Tables
Table 1: Alignment of Interview Protocols to Research Questions and Theoretical
Frameworks 85
Table 2: Alignment of Teacher/Administrator Survey Protocol Items to
Research Questions and Theoretical Frameworks 89
Table 3: Alignment of Student Survey Protocol Items to Research Questions
and Theoretical Frameworks 91
STEM, PBL, NATIONAL SCIENCE AND TECHNOLOGY FAIRS 10
List of Figures
Figure 1: Responses to teacher/administrator survey item 5: “Intel/MNCs
have positively influenced STEM curriculum.” 104
Figure 2: Responses to student survey item 1: “STEM instruction has been an
important part of my education.” 107
Figure 3: Responses to teacher/administrator survey item 6: “STEM/science
and technology air participation is important to the economic
future of Costa Rica.” 111
Figure 4: Responses to student survey item 2: “Participation in the science and
technology fair has had a positive effect on my life.” 113
Figure 5: Responses to teacher/administrator survey item 2 ,“STEM curriculum
promotes 21st-century skills such as critical thinking, collaboration,
and communication needed for participation in the science fair” and
survey item 11, “The science fair has positively increased the use of
Project Based Learning (PBL).” 118
Figure 6: Responses to teacher/administrator survey item 10, “Schools are
preparing students well for the science fair.” 125
Figure 7: Responses to teacher/administrator survey item 15 and student
survey item 14 regarding the importance of STEM education. 131
STEM, PBL, NATIONAL SCIENCE AND TECHNOLOGY FAIRS 11
Abstract
This study applies Spring’s framework, based on the theory of world educational
culture; Wagner’s 21st-century skills, based on a comprehensive look at survival skills
needed for 21st-century jobs; and Slough and Milam’s project-based learning (PBL)
approach to science, technology, engineering, and mathematics (STEM) as the
methodological framework to evaluate how 21st-century skills are actualized in the
classroom and through student projects presented at science and technology fairs in Costa
Rica. The study examined the influence of globalization, foreign direct investment (FDI),
and multinational corporation (MNC) responsibility on school curriculum and practices
and the relationship between STEM education and national economic growth. Also of
interest was how the mandated national science and technology fair influenced use of
PBL to build human capital and prepare students for 21st-century jobs, particularly in
STEM fields. Three research questions guided the study, focusing on (a) the influence of
policy, globalization, and MNCs and the extent of economic growth of Costa Rica and
STEM education are related, (b) how mandating participation in the national science and
technology fair influenced implementation of 21st-century skills through the use of PBL
and technology by teachers across all curricular areas, and (c) how the national science
and technology fair policy changed the value for STEM education for students, teachers,
and educational leaders. The research team was granted significant access to political
leaders and education policy makers, business executives of MNCs, school leaders,
students, and parents in San José, Costa Rica to administer 168 student surveys and 30
teacher surveys, conduct 25 in-person interviews, and carry out 9 observations. The
findings suggest that (a) STEM education and its influence on the curriculum has
STEM, PBL, NATIONAL SCIENCE AND TECHNOLOGY FAIRS 12
increased, although not equally in schools that are not technical, (b) science fairs are
extracurricular, and (c) all stakeholders associate Costa Rica’s future growth in human
capital with incorporation of STEM and 21st-century skills into the curriculum. The
study emphasizes the need for teacher training in new methodologies such as STEM PBL
and the positive aspects of integrating participation in science fairs into the main
curriculum of the country to allow students to showcase their 21st-century skills.
STEM, PBL, NATIONAL SCIENCE AND TECHNOLOGY FAIRS 13
CHAPTER 1: OVERVIEW OF THE STUDY
The United States is strong in the global economy but losing ground in achieving
high educational benchmarks because of globalization. Zacaria (2012) pointed out that
the United States “ranks first in innovation, seventh in availability of latest technologies,
first in university-industry collaboration on [research and development], and fourth in the
quality of its scientific research institutions” (p. 200). However, Zacaria cautioned that
“the American school system is in crisis and that its students do particularly badly in
science and math, year after year, in international rankings” (p. 208). The Level Playing
Field Institute (2014) concurred, stating that “the World Economic Forum ranks the
United States 52nd in the quality of mathematics and science education, and 5th (and
declining) in overall global competitiveness” (para. 1). This bodes negatively, since the
Level Playing Field further noted, “7 out of 10 projected fastest-growing occupations
over the next ten years are in [science, technology, engineering, and mathematics] STEM
fields” (para. 1). In order to maintain a competitive edge, the United States must stay at
the forefront of curriculum and instruction to continue encouraging future innovation and
innovators.
A special environment is necessary to facilitate innovation. Wagner (2008)
identified seven survival skills needed in the 21st century for careers, continuous
learning, and citizenship in the new global world: (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. He expanded his findings to include play, passion, and purpose (Wagner,
STEM, PBL, NATIONAL SCIENCE AND TECHNOLOGY FAIRS 14
2012). These three added characteristics help to make a difference in intrinsic motivation
that Christensen, Horn, and Johnson (2011) defined as “when work itself stimulates and
compels an individual to stay with the task because the task by itself is inherently fun and
enjoyable” (p. 7). Christensen et al. (2011) argued that, when this kind of motivation is
achieved, a student will undertake a task even if there is no outside pressure from a
teacher. In this regard, Wagner (2012) argued that schools, parents, and mentors should
be involved to give space to young innovators to explore different interests, provide
different ways of learning, and allow for a less structured environment. This less-
structured environment should then become a place where learning can take place to
enable innovators in science, technology, engineering, and mathematics (STEM) and
social innovators.
Gallup’s World Poll highlighted that a good job is what the majority of the world
wants (Clifton, 2011). The Organisation for Economic Co-operation and Development
(OECD) is an organization whose mission is to promote policies that will improve the
economic and social well-being of people around the world. In a 34-country report, the
OECD found in 2013 that:
unemployment rates are nearly three times higher among individuals who do not
have an upper or secondary education . . . [and] that people with higher or specific
skills are in strong demand, while low-skilled workers are more likely to find that
their jobs have been automated. (OECD, 2013, p. 74)
This is a strong argument for incorporating 21st-century skills into curriculum and
development. Also, since “16 of the 25 highest-paying jobs in 2010 require STEM
preparation and STEM workers earn 26% more than their non-STEM peers” (Level
STEM, PBL, NATIONAL SCIENCE AND TECHNOLOGY FAIRS 15
Playing Field Institute, 2014, para. 3), STEM skills must be integrated into the
curriculum to assure better employability of graduates. There is a national collective
responsibility to help students to move into elementary, secondary, and tertiary education
better equipped with the necessary skills to acquire and succeed in the professions that
will be available to them in the future.
Although it is a small country with a relatively small gross domestic product
(GDP) in comparison to the world, Costa Rica has entered the global market and has
experienced a shift in the national educational curriculum and instruction to stay
competitive and to continue growing its economy. As noted by Rodríguez-Clare (2001),
this shift in focus has been primarily a result of the country’s concerted effort to attract
more foreign direct investment (FDI) and therefore more multinational corporations
(MNCs), starting in the 1990s. Costa Rica has an adult (16 and over) literacy rate of
96.2%, thanks to the country’s investment in primary education. However, the percentage
drops to 53.6% for those age 25 and over. The gross enrollment ratio breaks down as
follows: 110% for primary students, 100% for secondary students, and 25.6% for tertiary
students (UNDP, 2013, p. 171). Although the country is doing well with primary
education, there is a significant issue in post-primary education that aligns with the
“educational crisis” that is occurring in the United States in which students do badly in
science and mathematics (Zacaria, 2012).
This case study examined the initiatives created in partnership with Costa Rica’s
largest MNC, Intel, to help students to become interested in STEM fields and to acquire
the 21st-century skills needed to strengthen Costa Rica’s knowledge-based work force to
be competitive in a global economy. The main focus was the national science and
STEM, PBL, NATIONAL SCIENCE AND TECHNOLOGY FAIRS 16
technology fair mandate instituted in 2004 that requires participation by students from
preschool through 12th grade. Particular attention was paid to how the mandate has
influenced curriculum and instruction in the country’s educational system and whether
the policy has affected the growth of students who are interested in STEM field careers,
which are already in high demand by the MNCs in Costa Rica.
Background
Essential to this study was understanding how globalization has affected the
country of Costa Rica. Several influences are related to this phenomenon. First, the
impact of FDI and MNCs is essential to understanding the changes in Costa Rica.
Second, the increased number of MNCs in Costa Rica has challenged the nation’s ability
to provide and maintain a higher level of knowledge-ready workers. Stakeholders in
education have provided emphasis on the national science and technology fair to create
interest in STEM fields and there is a special interest in how curriculum and instruction
are meeting this initiative.
Costa Rica used to be highly dependent on the agricultural sector for its economic
health. However, in the mid-1990s, Costa Rica experienced a shift from dependence on
agriculture to an economy focused on attracting FDI (Cordero & Paus, 2008). The fact
that Costa Rica had an educated work force, a population who had knowledge of English,
a political history of stability and democracy, a well-developed legal system with low
levels of corruption, and various economic incentives for MNCs, including a free trade
zone and general subsidies for outside companies, helped to attract MNCs to the country
(Rodríguez-Clare, 2001). In fact, per a report from the Costa Rica Investment Promotion
Agency (CINDE; 2013b), high-tech companies have increased in the past 30 years from
STEM, PBL, NATIONAL SCIENCE AND TECHNOLOGY FAIRS 17
just fewer than 20 in the 1980s and 1990s to almost 120 established companies in the
period of 2007 and 2013, and currently, more than 250 MNCs are operating in Costa
Rica. Since the arrival of the first high-tech companies in the 1990s and the increase in
MNCs, there have been various positive effects in the country. For example, there was an
increase in jobs from 4,500 to 15,590 in jobs created by FDI from MNCs, including Intel,
between 2000 and 2011 (OECD, 2012). These jobs have increased the quality of living of
those who are hired by these MNCs and have increased Costa Rica’s GDP (CINDE,
2013a). However, more demands have been made on the country’s resources, specifically
the education and preparation of the country’s work force for 21st-century careers.
Given the increased number of MNCs in the country, Costa Rica must provide
and maintain a higher level of knowledge-ready workers. The low percentage of students
who are acquiring tertiary education causes a problem for Costa Rica’s growing MNC
presence because the corporations need “more engineers in a broader number of fields as
well as greater availability of English-speaking employees” (Cordero & Paus, 2008,
p. 22). Also, because of the high dropout rate, there is an urgency to prevent potential
economic troubles that Costa Rica’s young adults may face if they are unable or ill
prepared to enter the highly specialized job market that is growing in the country
(Programa Estado de la Nacion, 2013). Thus, the country’s leaders have taken the
initiative to change the curriculum and instruction to attempt to change the low
percentage of students with STEM knowledge as they move to higher education in order
to meet the growing need for a 21st-century knowledge-based work force. One way in
which the country’s leaders have taken initiative to address this gap in a highly qualified
work force is to institute a national mandate that all students from preschool through 12th
STEM, PBL, NATIONAL SCIENCE AND TECHNOLOGY FAIRS 18
grade participate in the national science and technology fair (Valencia Chacon et al.,
2012). In instituting this mandate, the leaders are attempting to be proactive in
maintaining highly educated graduating students who are ready to handle the jobs in
STEM fields that will be offered by the current and incoming MNCs.
Costa Rica has a highly educated work force compared to other Latin American
countries. In fact, as of 2013, Costa Rica’s educational system ranked 20th in the world
and had a 96.2% rate in adult literacy (CINDE, 2013b). However, in order to stay
competitive in the global arena, the educational system must improve. Although Costa
Rica touts a high literacy rate of 96.2% (UNDP, 2013b) and according to the Ministerio
de Educación Pública (MEP; 2013), has four private universities and 55 public
universities, of which 12 are specialized in technology, there is a lack of knowledge-
based workers prepared to take on the new job opportunities in Costa Rica offered by the
incoming MNCs. These jobs require a STEM field foundation. Student participation in
the national science and technology fair could generate more interest in STEM fields.
Therefore, the current study was focused on whether the national science and technology
fair mandate in Costa Rica has influenced or is influencing students to be more interested
in STEM fields. Also, of special interest was how the curriculum and instruction may
potentially have lead the student population to be more prepared to enter STEM-related
jobs and/or move to STEM-related subjects with the 21st-century skills that will be
necessary in those future jobs. However, challenges could exist in whether the curriculum
was indeed being carried out by the teachers in an effective way to help students to
become interested and prepared in STEM fields. Also of interest was whether teachers
were getting support to carry out the new STEM-focused curriculum.
STEM, PBL, NATIONAL SCIENCE AND TECHNOLOGY FAIRS 19
Costa Rica has seen significant economic change since the mid-1990s because of
its concerted effort to move from an agricultural society to a society that has a strong
knowledge-based work force. The increase in MNCs in the country and subsequent GDP
growth as a result of increased FDI have benefited Costa Rica. However, to stay
competitive for future FDI, the nation must strengthen certain areas in its educational
curriculum and instruction to prepare its citizens for the 21st-century jobs that will be
available to them, specifically in the fields of STEM.
Statement of the Problem
The country of Costa Rica has undergone many changes due to economic,
political, and educational factors in recent years. In order to compete in an evolving
global market, a new economic strategic plan was implemented to attract high-technology
FDI. MNCs have brought new job opportunities to the country that require educational
institutions to produce more knowledge-ready workers (OECD, 2012). Schools now face
the challenge of helping students to develop 21st-century skills in STEM in order to
prepare the next generation of workers.
A key area of interest was how Costa Rica is becoming a prominent player in the
world. Specifically, the changes that the country has made in the political landscape from
one that was in turmoil and led by a series of dictators to a democratic nation that has had
stability for the past 120 years, with a legal system of checks and balances and little
corruption (OECD, 2012). Also, of interest was the economic landscape that has changed
from one that was mainly dependent on coffee and bananas to one that is more diversified
and attracting higher levels of FDI, which has allowed the country to enjoy an annual
growth in GDP of 10.4% since 2002 (CINDE, 2013b). Understanding the critical
STEM, PBL, NATIONAL SCIENCE AND TECHNOLOGY FAIRS 20
economic incentives that Costa Rica has adopted to enter the global playing field in
search of FDI attraction through the creation of CINDE, which ultimately attracted its
highest MNC to date, Intel, was of interest.
One of the reasons Intel chose Costa Rica was its educated work force. However,
the country did not have high levels of technically trained graduates and, even though the
labor force had English knowledge, they had gaps in English skills and general technical
competencies (Spar, 1998). Because of Intel’s belief in corporate responsibility (Intel
Inside, 2012, p. 5), the company collaborated with the MEP and CINDE to develop
programs at schools and universities in Costa Rica. Also, since the 1990s, Intel had
invested an average of 1 million U.S. dollars annually to support local education
programs. Examples of the programs that Intel supports in Costa Rica are the Intel
Teach
®
Program, the Intel International Science and Engineering Fair (Intel ISEF), the
Intel Computer Clubhouse, higher education activities that include donation of parallel
programming labs to University of Costa Rica (UCR) and Instituto Tecnológico de Costa
Rica (ITCR), technical education knowledge base support, and environmental health and
safety (EHS), a community program to improve the environmental impact and practices
of the neighboring MNCs (Intel Costa Rica, 2014). As a result of Intel’s corporate
responsibility and investment, it has affected Costa Rica in a variety of ways.
Of special interest in this study was Intel ISEF’s impact on the curriculum and
instruction of Costa Rica’s students. Particularly of interest was the creation of
curriculum and instruction expressly focusing on 21st-century skills and the use of
project-based learning (PBL) to teach the skills and content of STEM to prepare the
STEM, PBL, NATIONAL SCIENCE AND TECHNOLOGY FAIRS 21
country’s future work force in order to guarantee a knowledge-ready population to
continue to attract FDI.
Of specific interest was the national science and technology fair mandate that
passed in 2004, which has potentially shifted the educational curriculum in Grades 1–12
through participation by all students in the science and technology fairs in Costa Rica.
Valencia Chacon et al. (2012) summarized the organizational structure of the science and
technology fair through the Intel ISEF for Grades 9–12 in a five-stage process: (a)
institutional, (b) circuit, (c) regional, (d) national, and (e) international. They described
how students from Grades 1 through 12 participate by using monographs, demonstrations
of scientific or technological principles or processes, and scientific and technological
research and development projects (Intel ISEF, n.d.).
Curriculum and design were examined using Wagner’s (2008, 2012) 21st-century
skills, based on the comprehensive look at survival skills needed for 21st-century jobs
required by the growing number of MNCs in Costa Rica. Slough and Milam’s (2013)
STEM project-based framework was used as the methodological framework to evaluate
how 21st-century skills are actualized in the classroom and through the students’ final
projects presented at the science and technology fairs.
Purpose and Research Questions
The purpose of this study was to examine the influence of globalization, FDI, and
MNC responsibility on curriculum and practices in schools. Furthermore, the relationship
between STEM education and Costa Rican economic growth was studied. This study also
examined how the mandated national science and technology fair influences the use of
STEM, PBL, NATIONAL SCIENCE AND TECHNOLOGY FAIRS 22
PBL to build human capital and prepare students for 21st-century jobs, particularly in
STEM fields.
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 MNCs? To what extent are
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 21st-century skills through the use of PBL 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?
Three frameworks were used to guide this study in the areas of globalization as it
relates to education, 21st-century skills, and STEM PBL education. First, work by Spring
(2009) related to world educational culture was used. Spring (2009) identified four areas
to consider: (a) uniform global education culture sharing similar goals, educational
practices, and organizations; (b) adoption of a Western model of the nation-state that
requires mass education; (c) national school systems that share a common educational
ladder and curriculum organization; and (d) global uniformity of schooling to provide
entrance into the global economy. Second, regarding 21st-century skills, work by Wagner
(2008, 2012) was used as a framework to study the curriculum and instruction
implemented in schools. Wagner identified 10 critical skills needed to be successful in
the 21st century: critical thinking and problem solving; collaboration and leadership;
STEM, PBL, NATIONAL SCIENCE AND TECHNOLOGY FAIRS 23
agility and adaptability; initiative and entrepreneurialism; effective oral and written
communication; the ability to access and analyze information; the ability to have and use
curiosity and imagination; and the incorporation of play, passion, and purpose. Third,
work by Slough and Milam (2013) served as the framework to analyze STEM PBL,
wherein:
the design of learning environments emphasizes (a) making content accessible,
(b) making thinking visible, (c) helping students learn from others, and (d)
promoting autonomy and lifelong learning. The learning sciences emphasize the
importance of (a) preexisting knowledge; (b) feedback, revision, and reflection;
(c) teaching for understanding; and (d) metacognition. (p. 15)
The use of STEM PBL in the classroom can potentially be an effective vehicle for
integration of 21st-century skills into the curriculum and student learning to help students
to be prepared for the jobs of the future.
Significance of the Study
The expectations of employers in this new century have changed. Friedman and
Mandelbaum (2011) interviewed employers and found that they:
expect all the workers they hire to think of themselves along the lines of what
[they]’ve called “creative creators” or “creative servers”—people who not only
can do their assigned complex tasks but can enhance them, refine them, and even
reinvent them by bringing something extra. (p. 81)
Wagner (2008) cited similar findings and reported a conversation with Clay Parker, the
president of the Chemical Management Division of BOC Edwards, who stated that what
he wanted in a potential employee was someone “who asks good questions . . . [in order
STEM, PBL, NATIONAL SCIENCE AND TECHNOLOGY FAIRS 24
for] employees to solve problems or to learn new things, they have to know what
questions to ask” (p. 2). This response was echoed by other chief executive officers
(CEOs) whom Wagner interviewed. Wagner’s major finding was that “our system of
public education—our curricula, teaching methods, and the tests we require students to
take—were created in a different century for the needs of another era. They are
hopelessly outdated” (p. 9). Therefore, schools have a major responsibility to restructure
the educational system to educate students for jobs in the future with the skills that are
now being required by future employers.
The world is changing quickly and the countries in power now may no longer be
the world powers of the past.
China and India are becoming bigger players in their neighborhoods and beyond.
Russia has ended its post-Soviet accommodation and is becoming more forceful,
even aggressive. Japan, though not a rising power, is now more willing to voice
its views and positions to its neighbors. Europe acts on matters of trade and
economics with immense strength and purpose. Brazil and Mexico are becoming
more vocal on Latin American issues. South Africa has positioned itself as a
leader of the African continent. All of these countries are taking up more space in
the international arena than they did before. (Zacaria, 2012, pp. 53–54)
As a result of these emerging countries in the global arena, there will be more
competition for the jobs to which workers aspire. Clifton (2011) argued that, over the
next 30 years, the global GDP will grow to $200 trillion and everyone will be fighting for
$140 trillion. “It’s vital to understand all those GDP numbers because almighty jobs live
in combination with GDP growth” (p. 39). Therefore, the country that can capture the
STEM, PBL, NATIONAL SCIENCE AND TECHNOLOGY FAIRS 25
majority of that GDP will be the next economic empire. This may sound grim, but Clifton
(2011) and Zacaria (2012) agreed that innovation and entrepreneurship are the keys to
elevate a country’s economic presence.
[A country] cannot ride on [its] reputation from the last century, or on the sort of
public-private partnership [it] had then, to get through the new century. If [it is]
going to generate the number of decent-paying jobs [needed], [there] need[s to be]
a jobs strategy in line with global best practices. (Friedman & Mandelbaum, 2011,
p. 323)
Thus, it is imperative that the current educational system that is now “outdated” (Wagner,
2008) be restructured to include integration of 21st-century skills. When dealing with
equitable education of the young, Darling-Hammond (2010) promoted the need for “both
[educational] staff and structures . . . to support student learning . . . young people have to
believe that they can succeed in order to put forth the effort to do so” (p. 65). Costa Rica
has taken upon itself to invest in human capital and grow its knowledge-based economy.
Therefore, it serves as a good case study to explore how a country can turn its educational
system around to support and grow human capital.
This study explored specific strategies that may prove effective in implementation
of resources to promote 21st-century skill learning and student interest in STEM fields.
Utilizing frameworks that identify specific skills and triangulating data, researchers could
discover the most effective methods of implementation of 21st-century skills in Costa
Rican schools. From this research, MNCs, school leaders, and policy makers should be
able to align funding with effective methods to create a system that is capable of
producing students who are globally literate and ready for the highly specialized jobs that
STEM, PBL, NATIONAL SCIENCE AND TECHNOLOGY FAIRS 26
will be available in the future. The findings of this case study will be beneficial to the
country of Costa Rica by giving it research that can help it to grow a stronger knowledge-
based and highly skilled population. All other stakeholders will benefit, including policy
makers, who will reap the benefits of having a thriving economy; MNCs, who will have a
larger pool of highly skilled critical thinking employees; educational leaders, who will
bridge the gap between secondary and tertiary education; teachers, who will implement
the identified strategies and methods to help students to learn; and—most important—the
students of Costa Rica, by helping them to become “creative creators” (Friedman &
Mandelbaum, 2011) and “innovators” (Wagner, 2012) to acquire the jobs that they want
and to be fruitful in their lives. This study can give credence to the use of STEM PBL in
the educational system of the United States, specifically looking at the population of adult
learners who want to make a transition to secondary and tertiary education in an effort to
secure better-paying jobs and a more secure future for themselves and the generations to
come.
Limitations
The scope of this research study was limited. This case 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 21st-century skills by
participating in the national science and technology fairs. This case study took place
primarily at CEDES (Centro de Educación Salesiana) Don Bosco (Don Bosco), a
technical private subsidized high school located in Concepción de Alajuelita in San José
in Costa Rica. The research team collected data for 10 days to address the research
questions. The depth of the data collection at Don Bosco was contingent on the degree of
STEM, PBL, NATIONAL SCIENCE AND TECHNOLOGY FAIRS 27
access that school officials granted to the researchers. The generalizability of the findings
is limited to institutions with similar curriculum and instruction. The case study provided
in-depth and “rich, think description [to] facilitate transferability” (Merriam, 2009, p.
234) of information that may be applied in similar institutional contexts.
Of special note is the limitation of language. While several research team
members speak Spanish, not all write or speak it at a high academic level. Therefore,
research members worked in pairs so that one member could interpret for the other. The
interviews were mainly conducted in Spanish; although a professional company
translated the interviews, the issue of true translation of what the speaker said and
intended may have been lost in translation.
Delimitations
The study was bounded to CEDES Don Bosco. In addition, the study was
delimited to primarily urban areas of Costa Rica, where Don Bosco and the identified
participants are located; the study did not look at rural schools. The second delimitation
was the intended purpose of the study, which was to understand how curriculum and
instruction in Costa Rica is influenced through incorporation of STEM PBL and 21st-
century skills by participating in the national science and technology fairs and how
governmental, corporate, and education leaders are preparing students for the challenges
of a global knowledge economy.
Definition of Terms
The following terms are used in this dissertation as defined here.
21st-century skills: The essential critical skills of the knowledge-based global
economy: (a) critical thinking and problem solving, (b) collaboration across networks and
STEM, PBL, NATIONAL SCIENCE AND TECHNOLOGY FAIRS 28
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), as well as (h) play, (i) passion, and (j)
purpose (Wagner, 2012).
Costa Rican Investment Promotion Agency (CINDE): A private, nonprofit, and
apolitical organization that has, during its 30 years, attracted more than 250 companies to
Costa Rica, including worldwide leaders such as Intel, Procter and Gamble, Hospira,
Baxter, St. Jude Medical, Western Union and many others (CINDE, n.d.).
Corporate responsibility: A context-specific, strategic, proactive, and synergistic
philosophy of doing business. When defining strategies, corporations should pay
attention to economic, environmental, and social issues in a balanced way. Issues such as
natural resources, distribution of wealth, corporate crime, anticorporate campaigns, and
intra-industry competition and inter-industry threats are considered when dealing with
corporate responsibility (Panwar, Rinne, Hansen, & Juslin, 2006).
Foreign direct investment (FDI):
A means for creating direct, stable, and long-lasting links between economies.
Under the right environment, it can serve as an important vehicle for local
enterprise development; it may also help to improve the competitive position of
both the recipient (“host”) and the investing (“home”) economy. (OECD, 2008,
p. 14).
Globalization: A phenomenon of increased economic integration among nations,
characterized by the movement of people, ideas, social customs, and products across
borders (Spring, 2009), and an amalgamation whereby one can see how the world has
STEM, PBL, NATIONAL SCIENCE AND TECHNOLOGY FAIRS 29
been interconnected from the beginning of time and is now becoming even “smaller”,
“flatter”, and more economically and educationally competitive (Chanda, 2007;
Friedman, 2007).
Gross domestic product (GDP): Total market value of the goods and services
produced by a nation’s economy during a specific period of time. It includes all final
goods and services—that is, those that are produced by the economic resources located in
that nation, regardless of their ownership, and that are not resold in any form. GDP
differs from gross national product (GNP), which includes all final goods and services
produced by resources owned by that nation’s residents, whether located in the nation or
elsewhere. In 1991 the United States substituted GDP for GNP as the main measure of
economic output (Encyclopedia Britannica Online, n.d.).
Human capital: The stock of competencies, knowledge, and social and personality
attributes, including creativity, embodied in the ability to perform labor so as to produce
economic value. It is an aggregate view of the human being acting within economies in
an attempt to capture the social, biological, cultural, and psychological complexity as
people interact in explicit and/or economic transactions. Many theories explicitly connect
investment in human capital development to education; the role of human capital in
economic development, productivity growth, and innovation has been frequently cited as
a justification for government subsidies for education and job skills training (Schultz,
1961).
Intel International Science and Engineering Fair
®
(Intel ISEF): The world’s
largest international pre-college science competition, which annually provides a forum
for more than 1,600 high school students from more than 70 countries, regions, and
STEM, PBL, NATIONAL SCIENCE AND TECHNOLOGY FAIRS 30
territories to showcase their independent research and to compete for more than $4
million in awards. Today, millions of students worldwide compete each year in local and
school-sponsored science and technology fairs; the winners of these events go on to
participate in Intel ISEF-affiliated regional and state fairs, at which the best win the
opportunity to attend Intel ISEF. Intel ISEF unites these top young scientific minds,
showcasing their talent on an international stage, enabling them to submit their work to
judging by doctoral-level scientists. The Intel ISEF is the premier global science
competition for students in grades 9–12 (Society for Science & the Public, 2014).
Knowledge-based economy: Use of knowledge and skills to produce economic
benefits and job creation in the global market. Knowledge resources such as know-
how and expertise are as critical as other economic resources in an interconnected,
globalized economy. A key concept of the knowledge-based global economy is that
knowledge and education (often referred to as human capital) can be treated as a
productive asset, or as a business product, as educational and innovative intellectual
products and services can be exported for a high-value return (Wagner, 2008).
Ministry of Education (MEP): The Costa Rican Ministry of Education (El
Ministerio de Educación Pública de la República de Costa Rica) is a world leader in
providing quality and accessible education to children in K–12 public education in Costa
Rica. Its mission is to promote development and consolidation of an exceptional
education system that provides access to quality education to the entire population,
centered on personal development and promotion of a Costa Rican society united through
opportunity and social equality. The abolition of Costa Rica’s armed services in 1948 and
the reallocation of military funds to programs in education and health have allowed the
STEM, PBL, NATIONAL SCIENCE AND TECHNOLOGY FAIRS 31
MEP to carry out its mission. Costa Rica’s Constitution includes a provision requiring
that 8% of the country’s GDP go to education, among the highest in the world (CINDE,
2011).
Multinational corporation (MNC): A corporation that is registered in more than
one country or that has operations in more than one country. It both produces and sells
goods or services in various countries and often has a societal responsibility and
commitment to improve the host country’s education system (Monge-González &
González-Alvarado, 2007).
Project-based learning (PBL): An instructional model based on having students
confront real-world issues and problems that they find meaningful, determine how to
address them, and then act in a collaborative fashion to create solutions (Bender, 2012).
Science, technology, engineering, and mathematics (STEM) PBL: An ill-defined
task with a well-defined outcome situated within a contextually rich task requiring
students to solve several problems, which when considered in their entirety, showcase
student mastery of several components of various STEM subjects. PBL is the use of a
project that often results in the emergence of various learning outcomes in addition to the
ones anticipated (Capraro & Slough, 2013).
Organization of the Dissertation
The dissertation reporting this study includes five chapters. Chapter 1
encompasses the background and statement of the problem, along with definition of key
terms. Chapter 2 reviews pertinent literature, with an analysis of the frameworks used to
analyze globalization, 21st-century skills and STEM PBL. A discussion of the economic
development of Costa Rica and a description of the countries educational system are
STEM, PBL, NATIONAL SCIENCE AND TECHNOLOGY FAIRS 32
included. Chapter 3 describes the methodology, sample population, and data analysis
used in this case study. Chapter 4 reports and analyzes the data collected via surveys,
interviews, and observations. Chapter 5 presents recommendations and conclusions
resulting from the case study.
STEM, PBL, NATIONAL SCIENCE AND TECHNOLOGY FAIRS 33
CHAPTER 2: LITERATURE REVIEW
This study focuses on the influence of globalization, FDI, and MNCs on
curriculum and practices in schools. The methodologies that educators in Costa Rica are
using to build human capital and to prepare students for 21st-century jobs, particularly in
STEM fields, are a major focus.
This chapter begins with a brief discussion of globalization, as well as a
discussion of Costa Rica, including the country’s political, educational, and economic
history and how globalization and FDI have affected this Latin American country in past
decades. Specific attention is given to the various factors that now shape the educational
system in Costa Rica, particularly the national mandate of inclusion of PBL in the
educational curriculum to aid in acquisition of 21st-century skills and the focus on STEM
careers for its students. The chapter concludes with a review of the literature related to
science fairs and the national mandate of Costa Rica to have all students participate in
them and the consequences it has had on the country.
Globalization
Globalization is a term that is frequently used to describe various changes
occurring throughout the world, especially those dealing with economy and education. A
discussion of the definition of globalization follows, with specific mention of how it
relates throughout this paper. The key factors that have contributed to the impact of
globalization’s growth and the importance of shaping the aspects of the global economy
and education provide insight into the economic and educational changes occurring in
Costa Rica, now that it is part of the global economy.
STEM, PBL, NATIONAL SCIENCE AND TECHNOLOGY FAIRS 34
Definition of Globalization
The term globalization has roots in the beginning of civilization and progressing
into a more complicated definition in the 21st century. Chanda (2007) defined
globalization “as a [historically] growing interconnectedness and interdependence of the
world [that has shaped all of our lives]” (p. 246). Chanda suggested that globalization is a
controversial word that can be seen in daily existence in terms of what one consumes,
wears, or uses, to the music to which one listens or the movies that one enjoys. Friedman
(2007) took the term further and explored three eras of globalization. Friedman began
with the period 1492–1800, when Columbus opened trade between the Old and New
Worlds. Friedman called this Globalization 1.0. He then moved on to the period 1800–
2000, which he called Globalization 2.0, in which MNCs drove globalization. In the new
period, from 2000 to present, Globalization 3.0, companies have globalized and even
individuals can collaborate and compete globally, which Friedman called the “flat”
world.
To refine understanding of globalization, Friedman (2007) identified 10 forces
that have helped to “flatten” the world. First, the destruction of the Berlin wall on
November 9, 1989, opened the world to see it as “a single market, a single ecosystem,
and a single community” (p. 53). Second the Internet, graphic user interfaces, and fiber
optics assisted in the early beginnings of global communication. Third, work flow
software enabled people to design, manage, and collaborate on business data. Fourth,
community software such as blogging, Wikipedia, and podcasting was developed. Fifth,
outsourcing emerged due to a larger, cheaper labor force and intellectual resources. Sixth,
entire corporations moved to other countries in a movement called offshoring. Seventh,
STEM, PBL, NATIONAL SCIENCE AND TECHNOLOGY FAIRS 35
supply chaining, a method of collaborating horizontally among suppliers, retailers, and
customers, created value. Eighth, companies developed the process of insourcing, taking
over the supply chain (e.g., UPS incorporated repair of Toshiba computers in its
warehouses instead of shipping them to Toshiba for repair). Ninth, search engines
organize immense amounts of information on the web and provide world knowledge to
people at their fingertips. Tenth, digital, mobile, personal, virtual capabilities include
computing power, instant messaging and file sharing, telephone calls via the Internet,
video conferencing, computer graphics, and wireless. All of these factors have helped to
flatten the world and make it more “global,” which has allowed a new group of people to
enter the global playing field. Of particular interest to this study is how these 10 forces
have opened Costa Rica to attract FDI and MNCs and their impact on inclusion of 21st-
century skills in curriculum and instruction, with the aim to help Costa Rican students to
become competent in this global world.
From this Globalization 3.0, small economies such as Costa Rica have achieved
significant transformation in the past few decades. An outcome of globalization and
Friedman’s (2007) 10 forces flattening the world has been an increase in FDI that is
connecting the world even more and intertwining interests between countries that have
GDP in the trillions and small countries that have GDPs in the millions. Globalization,
therefore, is defined as an amalgamation by Chanda (2007) and Friedman (2007),
whereby the world has been interconnected from the beginning of time and is now
becoming even smaller, flatter, and more economically and educationally competitive.
STEM, PBL, NATIONAL SCIENCE AND TECHNOLOGY FAIRS 36
Spring
Because of this flattening of the world and linked global processes, education on
local and national levels has been affected. Spring (2009) identified three main and
competing theories that explain and analyze this globalization of education: world
educational culture, world system and postcolonial/critical, and culturalist. He identified
the key points that differentiate each theory from the others. For example, the world
educational culture develops a uniform global educational culture. Countries adopt a
Western model of education and create a global uniformity of schooling that provides
entrance into the global economy. The world system and postcolonial/critical theory
imposes practices and policies that favor the rich, has uniformity to legitimize power, and
aims at educating students as future workers. The culturalist theory does not accept
uniformity of global policies but stresses local implementation and changing of global
ideas, recognizes different knowledges and models, and does not hold that global
organizations are creating a global educational model. In addition to the above theories,
Spring (2009) identified world education models that are competing within each theory
and complicate the potential determination of the educational theory to which a particular
country ascribes.
The educational models that Spring (2009) recognized are human capital,
progressive education, religious education, and indigenous education. Spring stated that
“the human capital model assumes control of teachers’ behaviors through a prescribed
national curriculum and reliance on standardized testing with goal of educating workers
for the global economy” (2009, p. 19). Therefore, the goal of the human capital model is
to create a homogenous population of workers. On the other hand, “the progressive
STEM, PBL, NATIONAL SCIENCE AND TECHNOLOGY FAIRS 37
model assumes that instruction will involve active learning based on students’ interests
and participation with high degree of teacher autonomy in lesson planning with the goal
of educating citizens who will actively address issues of social justice” (p. 19). According
to Spring, the progressive model ensures social justice and political change and it protects
local languages. The two remaining models are less secular in nature. The religious
education model has curriculums that includes religious texts, studies and practices
religious rites, emphasizes spirituality, and has a strong emphasis on moral and ethic
standards. Similar to religious education, indigenous education provides education in the
language of the particular nation and reflects its culture.
According to Spring (2009), no one theory can explain the globalization of
education. However, for the purposes of this study, the world educational culture is used
as a model to understand where Costa Rica stands in the educational global arena and the
country’s emerging presence in the world.
Discussion of Globalization
Having defined globalization as being interconnected from the beginning of time
and the world becoming smaller, flatter, and more economically and educationally
competitive, it is evident that globalization is a phenomenon that is ever changing and has
now leveled opportunities to enter the global economy. As a result, to be competitive in
this global world, the educational system of a country is affected in ways that influence
its curriculum, instruction, and work force. In the case of Costa Rica, Spring’s (2009)
world educational culture can be studied to determine how the country has adopted a
Western model of education to create uniformity of its schooling to educate its students
STEM, PBL, NATIONAL SCIENCE AND TECHNOLOGY FAIRS 38
as future workers via incorporation of 21st-century skills into the curriculum and
instruction to keep the country thriving and competitive and in the global market.
Costa Rica
Costa Rica provides a unique opportunity to analyze and understand a country
that has a school/university system that has experienced significant change through the
effects of globalization and multinational corporations in the country. This change has
shifted its economy from one that was almost entirely agriculture based two decades ago
to one that now includes a diversified economy and is thriving. The following sections
explore Costa Rica’s key events in its political, educational, and economic history to
elucidate the proactive actions that this small country has taken through the years to
become competitive in the ever-changing global economy.
Political History
The key historical markers that have distinguished Costa Rica from its
geographical neighbors came about through a series of acts that laid a solid foundation
that has made the country attractive to MNCs. The strong beginning of infrastructure,
coffee plantations, laws to allow small farmers to participate in coffee production, the
railway system, laws that guarantee separation of church and state, labor laws, and the
educational mandate provide an opportunity for Costa Rica to boast a stable economy
with an educated work force that can compete in the global arena.
Costa Rica’s infrastructure development gave the country a strong early
foundation that manifested its first agricultural export business. Daling (2002)
highlighted the country’s first elected president in 1847, Juan Mora Fernández, who was
instrumental in advocating for building houses and schools and offering free land to
STEM, PBL, NATIONAL SCIENCE AND TECHNOLOGY FAIRS 39
anyone who was willing and able to grow coffee. As a result of this offer of free lands to
farmers who were willing to grow coffee, a coffee boom put Costa Rica on the map with
coffee exports.
As the attraction of the coffee bean grew, Costa Rica’s presence in the agricultural
community increased by opening up to small farmers. “Costa Rica promoted colonization
and the private appropriation of public land to further the expansion of coffee
agriculture” (Castro, 2004, p. 57). This privatization was positive for the coffee barons,
who had money, but difficult for the small farmers. According to Daling (2002), Juan
Rafael Mora Porras, president from 1848 to 1859, introduced the concept of the state
bank to fund loans to small farmers to grow coffee. Because of his advocacy for the small
farmers, Morra Porras is regarded by Costa Ricans as a national hero (Daling, 2002). The
opportunity for small farmers to get loans for their farms allowed them to increase Costa
Rica’s presence in the agricultural community.
The introduction of the railway system opened Costa Rica internationally and
began its expansion in the global economy. Daling (2002) noted that the establishment of
the railroad system reduced the turnaround time of the export of Costa Rica’s coffee and
sugar production and increased its agriculture products to banana exports. Daling (2002)
underlined the presidency of General Tómas Guardia (1870–1882), who came to power
following a coup. He was a coffee baron himself and ruled as a dictator during that time.
He had the railway system built with the aid of large British loans that brought revenue
from moving coffee and sugar from an Atlantic port. Having this railway line meant that
the European markets could have their coffee 3 months earlier. Guardia negotiated the
project with Henry Meiggs, an American capitalist, who used the opportunity to set up
STEM, PBL, NATIONAL SCIENCE AND TECHNOLOGY FAIRS 40
banana plantations along the tracks (he established the United Fruit Company in 1899;
Biensanz, Biensanz, & Biensanz, 1999; Daling, 2002). The railway system connected the
coasts, led to Costa Rica’s presence in Europe, and increased agricultural production of
coffee, sugar, and bananas, thereby diversifying exports and allowing Costa Rica to
become more global. Costa Rica began to shift from a dictatorial rule of law to a more
republican and liberal model during Guardia’s term.
Costa Rica began its journey to a more democratic and educated country as a
result of changes in the country’s laws. Biensanz et al. (1999) and Daling (2002) noted
that, after Guardia, for a period of 40 years, laws were established to separate church
from state, education became free and controlled by the state, freedom of the press was
established, and in 1889, the first more or less democratic elections took place and José
Joaquin Rodriguez became the first democratically elected president (he later became an
authoritarian ruler himself). The country’s support of education is a key action that has
brought about positive change in Costa Rica’s economical trajectory by giving the
country the foundation of an educated work force. Daling (2002) reported that, in 1940,
Rafael Angel Calderon became president and introduced many labor laws that improved
working conditions for Costa Ricans. Calderon was president from 1940 to 1944. During
that time, the administration introduced minimum wages, the 8-hour working day, health
insurance, trade union rights, and free collective bargaining. Despite these advances in
laws, a bloody civil war that began with rebellion by a junta led by José María Figueres, a
coffee planter and anti-communist, ended with surrender by government troops on April
18, 1948. During his 18th-month leadership, Figueres continued the social changes
established by Calderón and established a new constitution. The constitution that was
STEM, PBL, NATIONAL SCIENCE AND TECHNOLOGY FAIRS 41
signed on November 7, 1949, abolished the army and gave the vote to women, blacks,
and Indians. Also, it made education free from preschool through high school and
nationalized banks and insurance companies. Figueres is seen as a key figure in the
government democracy that Costa Rica enjoys today (Daling, 2002). This period brought
about key changes that make Costa Rica desirable to MNCs: minimum wage, the 8-hour
work day, health insurance, trade union rights, free collective bargaining, and a
constitution that abolished the army and made education free from preschool through
high school, thereby guaranteeing a more educated work force (Rodriguez, 1989). These
are attributes that Costa Ricans proudly proclaim when advocating for FDIs and MNCs to
go to their country to establish businesses.
Costa Rica now enjoys a political life free from unrest and disequilibrium. After
the revolt, Figueres gave up his leadership role and handed it to Ulate, who was placed
back in power to serve out his rightly won political office through 1953. Thereafter,
“violence has played a declining role in achievement of Costa Rican executive control”
(Busey, 1961, p. 63). As a result of this period, Costa Rica has a stable political system
that has three independent public branches: executive, legislative, and judicial. The main
political parties in the assembly are the Social Christian Unity Party (PUSC), the National
Liberation Party (PLN), and the Citizens’ Action Party (PAC), the Libertarian Movement
Party (PML), and the Costa Rican Renovation Party (PRC). In addition to the abolition of
the army, the Constitution “guaranteed equality among citizens (local and foreign),
freedom of expression and association, a free press, and democratic elections for all
public powers every four years” (Mirchandani & Condo, 2005, p. 341). Hence, Costa
Rica has experienced a political history that has moved from unrest and rule by coffee
STEM, PBL, NATIONAL SCIENCE AND TECHNOLOGY FAIRS 42
barons and dictators to a country with a stable democratic political climate with fair labor
laws and regulations that are superior to those of the other countries in Central America.
These conditions make Costa Rica an asset for potential investment.
Costa Rica’s political history began like that of many other Central American
countries. However, key events in its history have made it what it is today and why it is
now regarded as a stable democracy. These events began with the passage of early laws
relevant to the use of land for agriculture, its banking system, the building of railroads
and their impact on Costa Rica’s commerce, the laws pertaining to separation of church
and state, and the stance on education, labor, and civil rights. These key events put Costa
Rica on the map and differentiated it from its neighbors in the region to make it more
conducive and attractive to FDI and MNCs.
Educational History
A key component that makes Costa Rica attractive to FDI and MNCs is the
knowledge-based work force that it boasts. Costa Rica provides a unique opportunity to
analyze and understand a country with a school/university system that has experienced
significant change from an educational system that was primarily focused on religious
teachings and available to only a few in the 1800s, to a country committed to the national
education of its citizens in the mid-1900s and beyond. The system has shifted from
education for the few and only for boys to one in which education is a right of all citizens
through the commitment of the government and the incorporation and the country’s
stance on growing a knowledge-based economy.
The early years of Costa Rica’s education had a religious focus, with benefits for
boys only (Biensanz et al., 1999). According to Rodriguez (1989), the first school in
STEM, PBL, NATIONAL SCIENCE AND TECHNOLOGY FAIRS 43
Costa Rica was founded in 1814. Municipalities were responsible for providing and
maintaining elementary school education. In the higher levels, the Universidad de Santos
Tomas was founded in 1843. An all-girls school was established in 1849. However, the
curriculum at this girls’ school had a domestic-oriented curriculum without emphasis on
academics (Biensanz et al., 1999; Mitchell & Pentzer, 2008). Education was mainly
religious and for the benefit of males, which did little to distinguish Costa Rica from its
geographical neighbors.
Change in educational opportunities was not perfect and came slowly. Mitchell
and Pentzer (2008) revealed that, in the late 1800s, there were political and power
struggles between the government of Costa Rica and the Catholic Church that eventually
allowed liberal politicians to take control of the schools in the 1880s and elementary
school education became obligatory and free for boys and girls. Rodriguez (1989) stated
that, because of lack of government resources, in 1888 the Universidad de Santo Tomas
offered limited majors in higher education to the graduating high school students, with
only a few departments remaining open (law, medicine, and pharmaceutical). In the
1890s, the illiteracy rate was 62%; children in rural communities worked in farms and
coffee plantations and families moved frequently due to seasonal work (Mitchell &
Pentzer, 2008). So, despite the movement forward in making education free, there was
still disparity in who could receive this free education and what they could do with it at
the higher levels.
The disparity in education continued through the mid-1940s. Ruiz (2001) stated
that in the beginning of the 1940s there were only five secondary schools in the central
valley of Costa Rica and none in the provinces outside of the valley. However, during
STEM, PBL, NATIONAL SCIENCE AND TECHNOLOGY FAIRS 44
that time, the Universidad de Santo Tomas re-opened. Thereafter, in 1941, UCR also
opened, giving students an option in higher education: law and pharmacology (Ruiz,
2001). Although not much progress was made and disparity between the “tiny elite and
the poorly schooled majority” (Biensanz et al., 1999, p. 201) existed, the fact that higher
education was available allowed Costa Rica’s population to become better educated.
Costa Rica made a commitment to education in the middle of the 20th century.
Costa Rica’s educational history changed dramatically after the Constitution was signed
in 1949. Biensanz et al. (1999) noted that “the 1949 constitution [made] elementary
education obligatory, and schooling from preschool through high school ‘free and paid
for by the Nation’” (p. 199). Mitchell and Pentzer (2008) stated that education became
centralized from preschool to university. From the 1950s to the 1970s, the government
prioritized education, changing its education budget from 22.9% of the national budget in
1958 to 30% of the budget in the early 1970s. Also, three more public universities were
founded during the 1970s. This period marked the true beginning of Costa Rica’s
commitment to education.
The latter part of the 20th century highlighted decisions to change the trajectory
of education in Costa Rica. Although the 1980s were a period of economic depression in
the country and less money was put into the school and dropout rates increased
(especially in the rural and poor areas), the government was still proactive in its pursuit of
educating its citizens (Mitchell & Pentzer, 2008). Mitchell and Pentzer (2008) and
Rodriguez-Clare (2001) argued that Costa Rica’s installation of computers in elementary
schools and teaching students to use computers as tools for learning began the country’s
integration of technology and critical thinking in curriculum and instruction. The action
STEM, PBL, NATIONAL SCIENCE AND TECHNOLOGY FAIRS 45
of installing computers and focusing on how to use them as tools versus learning how to
use them in and of itself showed Costa Rica’s commitment to education and forward
thinking despite its economic woes by investing in its human capital, Costa Rica’s youth.
Jose Maria Figueres, President from 1994 to 1998:
believed very strongly that the country would be left behind in its quest for
economic development if it remained principally an exporter of bananas and
coffee. . . . He wanted Costa Rica to develop a more productive, higher value-
added role in the global economy, and saw attracting high technology investment
as a way to do this. (Nelson, 2005, p. 11)
This proactive thinking has redirected Costa Rica’s educational system and allowed it to
survive the turbulent economic times of the 1980s.
Costa Rica’s educational history of being primarily for boys and with a
predominantly religious focus has changed through the years to a more equal integration
of girls and children in the entire country as a result of the 1949 educational mandate in
the Constitution. These actions have led Cost Ricans to be more educated and hence more
attractive to MNCs who are interested in establishing organizations there.
Economic History
Costa Rica has surpassed its geographic neighbors in GDP despite its relatively
small size. According to the World Bank (2012a), in 2012 Costa Rica’s GDP equaled
$45.10 billion, with a GDP growth of 5.1% and an inflation rate of 4.5% in the same
year. The GDP in billions of each Central American country per the World Bank’s 2012
figures are as follows: Belize 1.49 in 2011 (no figures in 2012), Costa Rica 45.10, El
Salvador 23.86, Guatemala 50.233, Honduras 18.43, Nicaragua 10.50, and Panama 36.25.
STEM, PBL, NATIONAL SCIENCE AND TECHNOLOGY FAIRS 46
Despite the country’s geographical size, it is the second-highest grossing Central
American country in GDP behind Guatemala. In order to understand this phenomenon, a
brief discussion of Costa Rica’s origins from an agriculture-based economy to a more
diversified globally competitive economy follows.
Costa Rica’s entrance into the global economy began with agriculture. Costa Rica
had an economic dependence on national exports, starting with coffee, that created a
disparity between the wealthy coffee planters and the rest of the citizens (Daling, 2002).
During the early years of the country’s independence from Spain, the elite, who were
mainly coffee barons, controlled the country’s politics and policies. In the 19th century,
the society diversified, urbanized, grew, and linked its economy to the external world
through export of coffee in the 1840s. The railroad system started in 1872 and
construction was concluded in 1890. The railroads paved the way for the banana industry
that came at the right time, when the coffee plantations had slowed. The banana industry
revived the economy, leading to improved transportation, communications, infrastructure,
and social diversity. However, foreign corporations took part in government corruption to
keep taxes low and to secure government cooperation. The foreign investors and owners
paid no taxes and did not generate links to the Costa Rican society or government (Booth,
1998; Wilson, 1998). Despite the country’s agricultural growth and infrastructural
growth, it was still not diversified.
The world experienced major conflict in the early 20th century, and Costa Rica
was especially hit by the global economic turmoil. According to Mitchell and Pentzer
(2008), in 1914, there was an economic crisis in Costa Rica due to the involvement of
Germany, England, and the United States in World War I. All of the key buyers of coffee
STEM, PBL, NATIONAL SCIENCE AND TECHNOLOGY FAIRS 47
and bananas were involved in this world conflict, which led to a financial crisis because
the government depended on import taxes on both of these products. From 1913 to 1915,
imports fell by 50%. The government was involved during this period in lending money
to farmers to prevent total collapse of the economy. The government implemented an
unpopular policy of property taxes that led to a revolt in 1917 (Mitchell & Pentzer, 2008).
However, in the 1920s, the coffee oligarchy regained political power and brought back
some stability to the country (Booth, 1998; Daling, 2002). This period of turmoil showed
the government of Costa Rica that they should diversify and not depend on export of
tropical products that had been their main form of export since the 1800s (Booth, 1998;
Daling, 2002; Palmer & Molina, 2004).
As a result of the realization of the need to diversity during World War I, policies
were implemented to increase infrastructure and social and educational development to
diversify the economy of Costa Rica, starting in the 1940s. “Coffee exporters . . . began
to promote diversification rather than expansion of coffee groves as a hedge against the
uncertainties of the market” (Biensanz et al., 1999, p. 46). Mitchell and Pentzer (2008)
noted that, in 1949, the Costa Rican Electricity Institute (ICE) was created to develop the
country’s electrical and telecommunication infrastructures and connect urban and rural
areas. Also, the National Production Council (CNP) was created to stabilize agricultural
prices and to stimulate production through subsidies with fair price and interest. Mitchell
and Pentzer (2008) added that the changes started in the 1940s allowed Costa Rica’s
economy to maintain an average annual growth rate of 6% between 1951 and 1979.
Daling (2002) concurred, “Between 1940 and 1978 public services and the infrastructure
expanded at a dramatic rate as the state built new roads, bridges, port facilities, and
STEM, PBL, NATIONAL SCIENCE AND TECHNOLOGY FAIRS 48
waterworks and invested heavily in education and health care” (p. 29). During this
period, Costa Rica experienced stable economic growth and maintained lower poverty
rates, and the Costa Rican cattle industry grew in the Guanacaste region, with the United
States as the biggest buyer of beef (Daling, 2002; Mitchell & Pentzer, 2008). This period
of economic growth allowed Costa Rica to begin diversification and reduce dependence
on coffee, sugar, and banana exports.
The 1980s were a period of economic hardship for Costa Rica. According to
Rodríguez-Clare (2001), Latin American countries were experiencing a deep depression
in the 1980s; this forced Costa Rica to again re-assess and redirect attention toward a
different economic model that changed its direction dramatically away from agriculture.
Per the World Bank, in the 1980s, the GNP of Costa Rica went from 4.8 million in 1980
to 3.9 million in 1983 and from 1984 to 1988, it went from 4.5 million to 6.0 million. The
World Bank Group’s (2006) article illustrates Costa Rica’s export composition in 1985 as
consisting of 60% perishable products, 14% other, 10% textiles, 7% food products, 6%
precision, plastic, medical, and 3% electric and electronic.
Two fiscal incentives introduced in the 1980s completely changed Costa Rica’s
attraction to FDI and MNCs. According to Cordero and Paus (2008), Costa Rica decided
that diversification was key to staying solvent and began “a new approach to
development [that] consisted of two main elements: pursuit of free trade agreements and
the attraction of foreign direct investment” (p. 1). The two systems of fiscal incentives
that were created during this time were the Export Processing Zone (EPZ) regime and the
Export Contract. The EPZ regime was designed to attract FDI by allowing companies to
“import all their inputs and equipment tax free and avoid paying income tax for 8 years,
STEM, PBL, NATIONAL SCIENCE AND TECHNOLOGY FAIRS 49
paying only 50% of taxes due for the next 4 years” (Rodríguez-Clare, 2001, p. 313). The
Export Contract allowed companies to receive “a generous subsidy equivalent of 10% of
the value of their exports” (Rodríguez-Clare, 2001, p. 313). These two elements were
important to be competitive in the world market and to decrease the country’s
dependence on coffee and banana exports, which was accomplished by moderately
increasing growth in the latter part of the 1980s (Rodríguez-Clare, 2001). In this respect,
Costa Rica began its effort to be a globally competitive nation. With its stable
government and highly trained and well-educated work force, Costa Rica created a
unique opportunity for economic growth through its focus and emphasis on FDI by
MNCs.
In sum, Costa Rica has effectively shifted its economic model from an
agriculture-dependent model consisting primarily of exports of perishable products to one
that is more diversified in pursuit of being a bigger presence in the global market through
attraction of FDI and MNCs. One way in which Costa Rica has opted to do this is to
grow its knowledge-based economy through investment in human capital.
Critical Economic Incentives
Costa Rica integrated and became competitive in the world economy through a
few targeted and well-thought-out actions. The following subsections present a
discussion of Costa Rica’s focus on FDI, the creation of CINDE, and CINDE’s targeted
goal to attract MNCs to focus on the country’s assets. The country’s shift and specific
focus on attracting FDI ultimately attracted Intel against all odds to build a plant in Costa
Rica. The impact of Intel on Costa Rica in creating a “signaling” effect that attracted
STEM, PBL, NATIONAL SCIENCE AND TECHNOLOGY FAIRS 50
other MNCs to Costa Rica and have created further diversification of the country’s
economy is discussed to understand Costa Rica’s critical economic incentives.
Foreign Direct Investment (FDI)
As globalization has become more apparent worldwide, Costa Rica’s part of the
global economy was initiated by its focus on attracting more FDI (OECD, 2012). What
follows is the best definition of the term, Costa Rica’s most current inward and outward
FDI flow, and a discussion of how the decision to focus on FDI has proven effective for
Costa Rica.
The most comprehensible definition of FDI comes from OECD:
FDI provides a means for creating direct, stable and long-lasting links between
economies. Under the right environment, it can serve as an important vehicle for
local enterprise development, and it may also help improve the competitive
position of both the recipient (“host”) and the investing (“home”) economy.
(OECD, 2008, p. 14)
Since Costa Rica has made a concerted effort to attract FDI to improve its economy, here
is an example of the impact of FDI investment flows from 1970 through 2012 in Central
America, from 570 million U.S. dollars in the 1970s to 21,733 billion U.S. dollars in
2012. In 1970, Costa Rica had an inward and outward FDI flow of 26 million U.S.
dollars, in comparison to 2.265 billion U.S. dollars in 2012 (United Nations Conference
on Trade and Development; NCTAD, 2012).
In Costa Rica’s pursuit of FDI, it changed its economic model. Li and Liu (2005)
studied whether FDI affected economic growth in the host country and concluded that
“FDI and economic growth have become increasingly endogenously related, the
STEM, PBL, NATIONAL SCIENCE AND TECHNOLOGY FAIRS 51
promotion of human capital, technological capabilities, and economic development will
lead to more FDI inflows . . . [that will] in turn promote further economic growth and
enhance competitiveness” (p. 404). Here, it is evident that Costa Rica was able to grow
considerably within decades of changing its economic model and demonstrates that its
concentrated focus on increasing FDI has been fruitful in its economic trajectory. As
noted above, Costa Rica has seen considerable growth in FDI flow from the millions in
the 1970s to the billions in 2012. This FDI inflow has allowed the country to be more
competitive in the global market.
CINDE and MNCs
This subsection discusses how Costa Rica improved its FDI attraction through
concerted efforts by CINDE and attraction of MNCs that now call Costa Rica home. This
is a discussion of what CINDE is, how it was founded, and the impact of CINDE in Costa
Rica and MNC and FDI growth.
Costa Rica moved from a traditional agricultural economy to a diversified
economy. According to Schuler and Brown (1999), Costa Rica’s economic trajectory
shifted dramatically in the 1980s, despite this being a period of deep economic depression
in Latin America. In order to deal with this depression, in 1983, CINDE, a nonprofit
organization, was founded by prominent Costa Rican business people, supported by the
Costa Rican government, and financed by grants from USAID (Rodríguez-Clare, 2001,
p. 314). Although it had broad objectives, the original priority was to increase Costa
Rica’s attraction of FDI. The creation of this organization is a major factor in the changed
trajectory of Costa Rica’s current economic status. Because CINDE is not political or
governmental, it is not influenced by governmental changes. It creates long-term
STEM, PBL, NATIONAL SCIENCE AND TECHNOLOGY FAIRS 52
strategies to increase the country’s FDI and to be objectively critical of what is working
and not working in the country.
Focusing on Costa Rica’s assets was a critical economic decision by CINDE.
Rodríguez-Clare (2001) stated that, in the early 1990s, CINDE realized that Costa Rica
was losing its competitiveness in unskilled-labor-intensive industries. Therefore, it
decided to focus attention on a few sectors, mainly in the areas where Costa Rica had an
edge: the skilled-labor-intensive force. (Because of the creation of the first university in
the 1940s and the country’s emphasis on education, they had a good supply of
technicians and engineers. Rodríguez-Clare (2001) stated that, in the 1980s, when the
country was struggling through an economic depression, it decided to invest more money
in elementary schools and to install computers to help students use these computers as
tools for learning. CINDE also focused on the assets that Costa Rica enjoyed: its citizens’
English knowledge, its political stability and democracy, its legal system, its low levels of
corruption, its standard of living, and its natural beauty.
With support by political leaders, CINDE diversified its promotion of FDI.
According to Nelson (2005), in the mid-1990s, “The Figueres administration and CINDE
collaborated to attract high technology, nontraditional FDI that could contribute to Costa
Rica’s economic development” (p. 11). By 1995, Costa Rica already had several
established MNCs in the electronics sector: Motorola, Trimpot, Sylvania, Espion, DSC
Communications Corporation, Swatek Inc., Merrimac Industries, and Remec. Through
these 12 years, from 1983 to 1995, CINDE had learned much about what Costa Rica
could offer, not just in comparison to other Latin American countries but also in
comparison to countries such as Ireland, Israel, and Thailand (Rodríguez-Clare, 2001).
STEM, PBL, NATIONAL SCIENCE AND TECHNOLOGY FAIRS 53
CINDE had begun to look outside to bigger markets to attract more MNCs to increase its
FDI attraction in the sectors of electrical, electronic, and telecommunications industries
and to grow the country in a more diversified way than simply through export of coffee
and bananas (Daling, 2002).
Having attracted several MNCs to Costa Rica in the early 1990s, CINDE had a
better understanding of the electronics industry but knew that Costa Rica needed an even
deeper knowledge of where the country stood with regard to its economic sector of
electronics (OECD, 2012). As a proactive action, in 1996, CINDE hired the Foreign
Investment Advisory Service (FIAS) to study the country and make recommendations on
how to increase FDI related to electronics. The FIAS study found that Costa Rica had an
opportunity to grow its FDI if it focused on electronics, but it recommended focus in four
areas: power technologies, personal computer cards and surface-mount technologies,
system integration technologies, and call centers (Rodríguez-Clare, 2001). Also, the study
noted areas that needed improvement related to “Intellectual Property Rights legislation,
telecommunications and transportation infrastructure, in the public system to support
training, and also in the low quantity of technicians and engineers with English
proficiency graduating from educational centers” (Rodríguez-Clare, 2001, p. 318). With
this knowledge of where the country stood as a result of this study, CINDE continued
proactive work in attracting MNCs. The MNCs that CINDE targeted were those that
benefited from the four areas in electronics in which Costa Rica excelled through its
skilled labor market.
The creation of CINDE in Costa Rica was one of the main factors that has moved
Costa Rica into the current economy. CINDE gave Costa Rica an agency that is neither
STEM, PBL, NATIONAL SCIENCE AND TECHNOLOGY FAIRS 54
controlled by the government nor is political in nature. This is a significant advantage for
companies that want to conduct business in Costa Rica because CINDE acts as a
mediating agency that is not affected by the political or government life of the country.
Also, business people with business objectives in mind founded CINDE, and its overall
focus is on growing the country’s economy. CINDE has shown that it is objective by
looking at the nation’s positives and the negatives and is open to suggestions and
changing what should be changed to continue expansion. For example, CINDE
aggressively pursued Intel and made necessary changes to acquire Intel’s original
contract.
Intel
Intel has had a substantial impact in Costa Rica. The World Bank Group (2006)
stressed that, from the 1983 creation of CINDE, Costa Rica began a focus on growing
FDI and attracting MNCs to the country. Although Costa Rica had already attracted
several MNCs, a major shift in its economic future happened when Intel decided to
establish a plant there in 1996. This subsection is a discussion of CINDE’s concerted
effort to attract Intel into Costa Rica, the reasons Intel chose Costa Rica for a
manufacturing plant, and the positive ripple effect that Intel has had on Costa Rica.
Costa Rica’s economic trajectory changed substantially in the mid-1990s. CINDE
learned that Intel was looking for a site on which to establish a plant to assemble and test
one of its newest chips. CINDE worked aggressively to get on the list of countries to be
considered—a list on which it was not a part in the beginning. Because of CINDE’s
knowledge of where it stood and its awareness of Costa Rica’s positive characteristics, its
12-year experience in attracting FDI since its foundation, and its forward thinking, Costa
STEM, PBL, NATIONAL SCIENCE AND TECHNOLOGY FAIRS 55
Rica was entered in November 1995 on the list of 12 countries to be considered. In April
1996, Intel representatives visited Costa Rica, and the country became one of Intel’s top
contenders. Intel visited Costa Rica numerous times and put it on the short list of
contenders, bidding against Brazil, Chile, and Mexico. In the end, Intel chose to establish
its plant in Costa Rica in November 1996 (Nelson, 2005; Rodríguez-Clare, 2001).
Therefore, CINDE’s 12-year experience with MNCs and focused effort on FDI proved
fruitful when Intel made the decision to establish a plant in Costa Rica, a country that was
not even on the list of global contenders prior to CINDE’s efforts.
Intel chose Costa Rica over the other 11 countries for a variety of reasons, and
Costa Rica has benefited as a result. Reasons for Intel choosing Costa Rica included
Costa Rica’s pro-business environment with the fiscal incentives that it had created to
attract FDI, professional human resources, the existence of CINDE (a nonprofit agency
that acts as a mediator between the government and the corporations), and a government
that understood the importance of Intel’s investment in the country (Nelson, 2005;
Rodríguez-Clare, 2001). The announcement by Intel to establish its plant in Costa Rica in
1996 was a major win for Costa Rica. Intel’s initial investment in the country was
projected to be “somewhere between $300 to $500 million. By December 1999, it had
already invested $390 million and was employing more than 2,200 people with wages
much higher than the average wage in the manufacturing sector” (Rodriguez-Clare, 2001,
p. 319). Although Costa Rica already had an attractive environment for FDI, the decision
by Intel to establish a plant there had immediate economic benefits in FDI and jobs.
The benefit of having Intel establish a plant in Costa Rica was not just the initial
FDI investment that Intel made, but also the “signaling effect” or the “Intel effect”
STEM, PBL, NATIONAL SCIENCE AND TECHNOLOGY FAIRS 56
(World Bank Group, 2006), which announced to the world that Costa Rica was on the
map and that it was capable of attracting high-technology FDI. “With this ‘stamp of
approval’ as its main selling point, CINDE launched a strong campaign to attract other
large electronic manufacturers as well as Intel’s worldwide suppliers to invest in Costa
Rica” (Rodríguez-Clare, 2001, p. 321). The World Bank Group’s (2006) article
illustrated Costa Rica’s export composition in 1985 as consisting of 60% perishable
products, 14% other, 10% textiles, 7% food products, 6% precision, plastic, medical, and
3% electric and electronic. However, in 2003, the export composition had shifted
significantly and was much more diversified at 28% electric and electronic, 24%
perishable products, 13% textiles, 10% precision, plastic, medical, 8% food products, and
17% other. Finally, Costa Rica had achieved a shift in its 60% perishable products
economic model to one that was more diversified, realizing achievement of the goal that
was formulated just after World War I.
Other positive impacts have resulted from Intel’s presence in Costa Rica. There
has been an increase in backward linkages; for example, the opening of FedEx, UPS, and
AirExpress International (Rodríguez-Clare, 2001). These companies have set up business
in Costa Rica, employing more Costa Ricans and bringing more business to the region.
Also, there has been development of domestic companies that supply Intel with
specialized goods and services, additional training of the work force, and support of
educational programs in Costa Rica’s public universities, including improvement in
curriculum and teacher training and students’ interest in career opportunities in technical
fields and engineering (Rodríguez-Clare, 2001; World Bank Group, 2006).
STEM, PBL, NATIONAL SCIENCE AND TECHNOLOGY FAIRS 57
Intel has a strong belief in corporate responsibility and good business. Intel’s
President of 40 years and CEO, who retired in May 2013, Paul S. Otellini, stated that
Intel has “a commitment to ethical behavior in all that [they] do [to] help [them] mitigate
risk, reduce costs, protect [their] brand value, and develop new market opportunities”
(Intel Inside, 2012, p. 5). On the educational front, Intel has been a leader in establishing
a variety of programs, including Intel Teach Program, Intel ISEF, and Intel Computer
Clubhouse. Also, per Intel Inside (2012) and Intel Costa Rica (2014), Intel donates an
average of a $1 million annually, donates equipment to labs at UCR and ITCR, gives
technical education support, and has programs in EHS and community programs to
improve the environmental impact and practices of neighboring MNCs, not just their
own. Therefore, Intel is affecting Costa Rica not just in economic ways but also
educationally and through modeling corporate responsibility.
As a result of Costa Rica’s critical economic initiatives, including the creation of
CINDE and its focus on FDI, its ability to be reflective and open to self-analysis through
FIAS, its attraction of MNCs to the country, its ability to diversify its economy, and its
awareness of its assets and liabilities, it has become a thriving country second in GDP
among Latin American countries and globally competitive for MNCs such as Intel. Intel
has proven to be a positive influence in Costa Rica; however, to maintain its global
presence, Costa Rica must continue to expand beyond the MNCs that have already
established a presence in the country.
Discussion of Critical Economic Incentives
Costa Rica’s creation of CINDE in 1983, its focused determination for
diversifying and attracting more FDI to its country, and its pro-active action of taking the
STEM, PBL, NATIONAL SCIENCE AND TECHNOLOGY FAIRS 58
recommendations made by FIAS in 1996 helped it to attract the “big fish” of Intel in
1996. Although already having had a 12-year experience in attracting FDI, this move by
Intel to invest in Costa Rica signaled to other countries that Costa Rica was a good place
in which to invest. Costa Rica knew how to promote its assets, including a stable
democratic political climate, an emphasis on education, various economic incentives
provided by the EPZ and the Export Contract, and constructive labor and social laws.
Excluding the above assets, Costa Rica has been aware of deficiencies that can slow its
FDI growth and MNC attraction. Therefore, Costa Rica is heavily invested in making
necessary changes in its educational system and its labor force to attract other MNCs and
to increase its FDI to make this small country a powerhouse in the global economy as it
competes for the jobs in the 21st century and beyond.
Current Education in Costa Rica
Costa Rica’s commitment to education has had positive outcomes. As noted by
Mitchell and Pentzer (2008), Costa Rica’s educational trajectory has been a part of major
changes from reduction of government funding and increased dropout rates in the 1980s
to the increase in funding investment as a result of government stability, starting in the
1990s. Between 1990 and 2004, the number of schools increased by 150% and more than
50 universities emerged throughout the country in both the private and public sectors. In
2010, Costa Rica’s population was 4.56 million and it funded public spending on
education at 7.2% of its total GDP (OECD, 2012), in contrast to the U.S. investment of
5.6% of its GDP in education (World Bank, 2014b). As of 2013, Costa Rica’s educational
system ranked 20th in the world and the nation reported a 96.2% rate in adult literacy
STEM, PBL, NATIONAL SCIENCE AND TECHNOLOGY FAIRS 59
(CINDE, 2013b). This country that is approximately the size of Los Angeles shows that
positive focus on education with government funding is a worthwhile investment.
21st-Century Skills
In order to stay competitive and to continue to attract more FDI through a
knowledge-based economy, Costa Rica must increase the number of students who
specialize in engineering and computer sciences (OECD, 2012). In order to do this,
students must learn 21st-century skills to be able to thrive in the ever-changing global
climate. This subsection is a discussion of what is meant by 21st-century skills and the
use of PBL and STEM to acquire and integrate 21st-century skills. There is also a
discussion of the national science fair (NSF) mandate that Costa Rica has implemented as
a vehicle by which its students can showcase their 21st-century skills. In participating in
these science fairs, Costa Rica’s knowledge-based economy acquires and implements the
necessary skills to attract further FDI and more MNCs to the economy so the nation will
stay competitive in the global economy.
The 21st century requires workers to have a new set of skills to thrive in the new
global economy. Clifton (2011) identified acquisition of jobs as a top priority of the
inhabitants of the world, through a poll Gallop conducted in 2005 of the inhabitants of
150 countries. If jobs are the top priority of capable workers, it is important to have the
skills necessary to acquire those jobs.
Having an understanding that jobs are a top priority of the inhabitants of the
world, Wagner (2008) made an argument about the school’s obligation to prepare
students for a global economy. Wagner argued that students must be able to navigate
college and the job market and enhance their citizenship. Wagner identified seven
STEM, PBL, NATIONAL SCIENCE AND TECHNOLOGY FAIRS 60
survival skills that students should acquire in order to survive in the global knowledge
economy: critical thinking and problem solving, collaboration and leadership, agility and
adaptability, initiative and entrepreneurialism, effective oral and written communication,
the ability to access and analyze information, and the ability to be able to have and use
curiosity and imagination. In 2012, Wagner added three skills: play, passion, and
purpose. He stated that, in order to help innovative ideas to flourish and to aid students
who have the power to change the world, those student must be able to explore,
experiment, imagine, learn, and discover through play with an intrinsic motivation that
passion brings to them that will give them purpose.
Other researchers and thought leaders have also identified the need for changes in
curriculum and instruction of the current generation. For example, the Partnership for
21st Century Skills (P21) was founded in 2002 as a coalition of the business community,
education leaders, and policymakers to position 21st-century readiness at the center of
U.S. K–12 education and to inaugurate a national conversation on the importance of 21st-
century skills for all students. These thought leaders published in 2009 a framework for
21st-century learning that incorporates the core subjects of English, reading or language
arts, world languages, arts, mathematics, economics, science, geography, history,
government, and civics; the framework weaves into the curriculum 21st-century
interdisciplinary themes of global awareness, financial, economic, business and
entrepreneurial literacy, civic literacy, health literacy, and environmental literacy. The
framework integrates creativity, critical thinking, communication, and collaboration as
essential elements to prepare students for the future, along with skills related to
information literacy (how to access, evaluate, and use information), media literacy, and
STEM, PBL, NATIONAL SCIENCE AND TECHNOLOGY FAIRS 61
technology skills. The framework concluded with the need for students to have adequate
life and career skills: adapt to change, be flexible, have initiative and self-direction,
possess social and cross-cultural skills, be productive and accountable, and show
leadership and responsibility. P21 stated that the aforementioned are “critical systems
necessary to ensure student mastery of 21st century skills” (P21, 2009, p. 7). Although
this will be no easy task, it is critical to begin to integrate these systems into curriculum
and instruction to have better-prepared citizens and workers in the new century.
Acquiring 21st-century skills will give students a better chance to be competitive
in the world market and get desired jobs. Christensen et al. (2011) argued that “[we]
cannot teach [our] students with standardized methods [and that] today’s system [of
education] was designed at a time when standardization was seen as a virtue. [Therefore,]
schools need a new system” (p. 38). Darling-Hammond (2010) concurred and made the
case that:
schools must teach disciplinary knowledge in ways that focus on central concepts
and help students learn how to think critically and learn for themselves, so that
they can use knowledge in new situations and manage the demands of changing
information, technologies, jobs, and social conditions. (p. 4)
There must be a shift in the way education is delivered to the 21st-century student. The
instruction and acquisition of 21st-century skills is critical for success in the ever-
changing global world (Darling-Hammond, 2010; P21, 2009; Wagner 2008, 2012).
In summary, for Costa Rica to stay relative and competitive in the global arena by
attracting more FDI and continue to grow its GDP, the country must make sure that its
citizens are equipped with 21st-century skills that are demanded by the MNCs that are
STEM, PBL, NATIONAL SCIENCE AND TECHNOLOGY FAIRS 62
already established in the country and those that will establish their businesses there. One
way to ensure acquisition of 21st-century skills is through changes in curriculum and
instruction. The following section discusses PBL as a potential method to implement
acquisition of 21st-century skills.
PBL and STEM
Having identified the 21st-century skills to be successful in the new century, the
question now focuses on how curriculum and instruction accomplish acquisition and
integration of those skills. This subsection describes one methodology that could be
useful in acquisition of 21st-century skills and the expansion and incorporation of content
focus on STEM disciplines.
The old becomes new again in the instruction of 21st-century skills. According to
Bender (2012), one method now being used to teach 21st -century skills to K–12 graders
is PBL, which has origins in agriculture as far back as the 19th century, originating from
work by Dewey (1916) and promoted by Kilpatrick (1918). In PBL, students are given
authentic experiences and experience meaningful learning while integrating various
educational subjects in the conduct of a project (Capraro & Slough, 2013). This method
can help students to achieve 21st-century skills through creating projects. Through PBL,
students learn to be self-reliant, enhance their collaboration skills, increase intrinsic
motivation, use technology to enhance their creativity, make real-world connections, and
learn to become productive members of society (Bell, 2010).
A new aspect of PBL is the infusion STEM into the curriculum. According to
Capraro and Slough (2013), this STEM infusion allows integration of engineering design
principles in the K–16 curriculum. This integration allows students to prepare for “post-
STEM, PBL, NATIONAL SCIENCE AND TECHNOLOGY FAIRS 63
secondary education, with an emphasis on making connections to what STEM
professionals actually do in their jobs” (Capraro & Slough, 2013, p. 1). Morgan, Moon,
and Barroso (2013) stressed the importance of preparing students for careers that may not
exist now. They identified the engineering design process, comprised of seven steps: (a)
identify the problem and constraints, (b) conduct research, (c) ideate, (d) analyze ideas,
(e) build, (f) test and refine, and (g) communicate and reflect. Morgan et al. (2013)
stressed the importance of each step. For example, in Step 1, engineers identify and
articulate limitations such as time and supplies and identify desirable characteristics of
the final product. In Step 2, engineers conduct background research that provides
information to create and critically analyze their design ideas. In Step 3, they generate
through brainstorming multiple solutions to the issue at hand. In Step 4, refining
identifies the best possible solution. Step 5 is the actual building of the full-size model.
Step 6 is the experimentation, testing, and evaluation under all conditions of the project,
with specific attention to prediction, conditions, observations, and results. In Step 7 the
engineering design requires effective oral and written communication. The teamwork
setting requires significant interpersonal communication and emphasizes the importance
of constructive and professional interaction. If students use this seven-step process in
creation of their STEM-PBL projects, they will practice and learn the skills that engineers
use. They may not become engineers, but the process of creating projects and practicing
those skills will help them to practice 21st-century skills that are highly coveted by 21st-
century employers.
To design a learning environment that incorporates STEM PBL, it is important to
have the following foundations. Slough and Milam (2013) identified the optimal design
STEM, PBL, NATIONAL SCIENCE AND TECHNOLOGY FAIRS 64
of learning environments for STEM PBL in the following theoretical framework. They
stated that STEM PBL “emphasizes (a) making content accessible, (b) making thinking
visible, (c) helping students learn from others, and (d) promoting autonomy and lifelong
learning. . . . The learning sciences emphasize the importance of (a) preexisting
knowledge; (b) feedback, revision, reflection; (c) teaching for understanding; and (d)
metacognition” (p. 15).
It is clear that 21st-century skills can be easily integrated into this design of
curriculum and instruction. For example, making content accessible helps students to
connect to preexisting knowledge and to make new connections to relevant topics in
which they are interested. Students must use critical thinking to analyze their ideas. In
making thinking visible, students use communication skills, either orally or in writing, to
illustrate their thoughts. They may incorporate technology to use graphic organizers and
thus need to use metacognitive skills. Helping students to learn from others is crucial in
PBL. Students are required to work in communities, to learn to negotiate, to articulate
and defend their point of view, and to learn from more knowledgeable others (Vygotsky,
1978). Promoting autonomy and lifelong learning is supported when “students are
enabled to devise personal goals, seek feedback from others, interpret comments, and
adjust behavior accordingly” (p. 17). Students self-monitor and build efficacy through
STEM PBL practice.
Although PBL is not a new methodology, it could very easily be used to
incorporate instruction and acquisition of 21st-century skills into the curriculum. Infusion
of the STEM content can give students the extra edge and interest in potentially going
into those fields in their tertiary education. Having the opportunity to practice the process
STEM, PBL, NATIONAL SCIENCE AND TECHNOLOGY FAIRS 65
of creating, building, refining, presenting, and reflecting on a process will ultimately help
students to be prepared for jobs that are not in existence today. Students will also be
better equipped to handle jobs that require experience in practicing flexibility through the
projects that they created in school.
Science Fairs in Costa Rica
Costa Rica has been proactive in incorporation of STEM PBL, specifically
through the national science and technology mandate enacted in 2004. This subsection
describes incorporation of mandated participation in science fairs by all Costa Rica’s
students, from preschool through 12th grade.
Despite Costa Rica’s historical commitment to basic education and student
literacy, the student population did not include high levels of technically trained
graduates and there were gaps in English skills and general competencies in physics and
chemistry that were required by the MNCs that had begun to establish there, especially
companies such as Intel in the 1990s (Mirchandani & Condo, 2005; Spar, 1998; World
Bank Group, 2006). Despite the absence of technically trained graduates who had low
levels of English skills and content knowledge in physics and chemistry, Intel chose to
build its assembly plant there (Rodríguez-Clare, 2001; Spar, 1998; World Bank Group,
2006). As a result of Intel’s presence in Costa Rica in the late 1990s, enhanced
curriculum and a series of programs were created to increase the number of graduates and
their proficiency in technology at the three major educational institutions: UCR, ITCR,
and the National Training Institute (INA; World Bank Group, 2006). Nevertheless, not
enough was being done in the elementary and secondary school system. Costa Rica has
had a history of being reflective and identifying areas where it is lacking and has taken a
STEM, PBL, NATIONAL SCIENCE AND TECHNOLOGY FAIRS 66
pro-active approach to reduce these gaps in their students’ science and technology
knowledge. There follows a brief overview of Costa Rica’s science and engineering fair
history, organization, and goals that have been an attempt by the country to improve its
students’ identified knowledge gaps in technology and science.
There was a slow but steady growth of science fairs in the latter part of the 20th
century in Costa Rica. According to Valencia Chacon et al. (2012), science fairs in Costa
Rica were mainly seen as extracurricular activities in the 1960s. However, in the 1970s,
UCR organized science fairs for university students. In 1987, UCR managed the first
NSF with the support of the Ministerio de Ciencia y Teconología (MICIT) and el Consejo
Nacional para Investigaciones Científicas y Teconológicas (CONICIT) that included
mainly private high school students from metropolitan areas; 30 to 50 schools
participated. Furthermore, the 1990s brought about Law 7169, enacted to stimulate
students’ creativity, investigative spirit, and scientific thinking and abilities in the fields
of science and technology (MICITT, 2014). This law stimulated formal organization of
NSFs. NSFs were expanded to primary schools in 1998 and other regions of the country.
The number of schools that participated in the 1990s increased to 300. In 1999, NSF
affiliated with the International Science and Engineering Fair (ISEF) and the first three
regional fairs were held with 550 schools participating. The number of schools that
participated in science fairs grew substantially as a result of government support, but 550
schools was still minimal in comparison to the changes that Costa Rica needed in the new
century.
The 21st century brought substantial changes in participation and growth in NSF
and ISEF, mainly as a result of the national mandate in 2004 (Valencia, 2009). Valencia
STEM, PBL, NATIONAL SCIENCE AND TECHNOLOGY FAIRS 67
Chacon et al. (2012) stated that in 2000 the National Science and Technology Fairs
Program (Programa Nacional de Ferias de Ciencia y Tecnología; PRONAFECYT) was
started with coordination by MICIT and collaboration of MEP, CONICIT, and the state
universities (UCR, UNA, Universidad Estatal a Distancia [UNED], ITCR). During this
period, 20 regional science and technology fairs fed the ISEF-affiliated national science
and technology fair and 710 schools participated. In 2002 the Costa Rica team obtained
its first Special Award at ISEF. In 2004, National Decree No. 31900 MEP-MICIT was
accepted and science and technology fairs become mandatory and incorporated in the
national school calendar. Once this decree came into effect, 2,300 schools participated in
the national science fair, a substantial increase from the 30–50 schools that participated in
the 1970s.
After the national mandate in 2004, between 2006 and 2008, new regulations for
participation by preschool students were established, the science curriculum was
integrated, an engineering fair was started, and 3,400 schools participated. During that
time, more than 50% of all students participated in science fairs (Valencia, 2009;
Valencia Chacon et al., 2012). Valencia Chacon et al. (2012) summarized the
organizational structure of the science and technology fairs as follows: (a) Institutional
Science and Technology Fairs, (b) Circuit Science and Technology Fairs, (c) Regional
Science and Technology Fairs (23, correlated to the number of MEP regional offices),
(d) National Science and Technology Fairs, and (e) Intel ISEF for Grades 9-12 hosting
winning students of best science and technology projects. Science and technology fairs
begin at the institutional level and move into the more competitive international arena.
STEM, PBL, NATIONAL SCIENCE AND TECHNOLOGY FAIRS 68
Valencia (2009) described the participation categories that are established by
Articles 2 and 3 of the Science and Technology Fairs Manuals 2007-2009:
(a) experiences in science for preschool education, (b) monographs (Grades 1–12),
(c) demonstrations of scientific or technological principles or processes (Grades 1–9),
(d) scientific research projects (Grades 1–12), and (e) technological research and
development projects (Grades 1–12).
To date, there is a substantial interest in and participation by students in science
fairs, whose overall objective is “to promote a science and technology culture, starting
with the development of scientific knowledge, as a stimulus to new generations of Costa
Ricans, through the demonstration and discussion of research projects designed by
students” (Valencia, 2009, p. 2). As reflected in the participation categories, all students
from Grades 1 through 12 are included. This is a significant difference from the view
held in the 1960s of science fairs as an extracurricular activity in the universities.
Science fairs are effective ways to view projects that students in Costa Rica have
created to illustrate the final product of a STEM PBL lesson. In this study, it would be
interesting to see how the mandate of participating in science fairs nationally has changed
the educational curriculum in Costa Rica and whether the process of creating these
projects increases students’ skills and knowledge, preparing them for potential jobs after
graduation. It is also worth determining whether participation in these fairs guides
students toward advanced degrees in STEM fields. If Costa Rica’s educational
commitment prepares students for these jobs and careers, then the nation’s economic
trajectory can be positively affected.
STEM, PBL, NATIONAL SCIENCE AND TECHNOLOGY FAIRS 69
Discussion of Costa Rica
Costa Rica is a very small country, approximately the size of West Virginia, with
a population of a little more than that of Los Angeles. Despite its small size, this country
has entered the global economy and has become a competitive force for FDI and MNCs.
It boasts several resources that have allowed it to be competitive in this arena. First,
although its political history has not been without turmoil, it now enjoys a fairly stable
democracy that does not threaten the well-being of its residents, it has laws in place that
protect its citizens and workers, and it has a Constitution that guarantees an educated
work force. Although their work force is not highly specialized in science fields, it has
had a strong commitment to educate its population as supported through government
funding and national mandates since the signing of its Constitution in 1949. Since then,
Costa Rica has exhibited positive educational outcomes and ranks 20th in the world with
a literacy rate of 96.2% (CINDE, 2013b). The country has shown that, through its own
impetus, it has been introspective and forward thinking by diversifying its economy from
being heavily dependent on coffee, sugar, and bananas. As a result, the country now has a
more diverse export composition than the one it had in the 1980s. In order to stay ahead,
Costa Rica has exhibited a commitment to guarantee a highly educated pool of workers
and aims to incorporate 21st-century skills into its curriculum and instruction by
incorporating PBL instruction and mandating that all Costa Rican students participate in
science and technology fairs to illustrate their acquired STEM knowledge. Costa Rican
leaders have enacted this legislation to provide highly technically trained students who
will become part of its future work force. The question in this study is whether this
STEM, PBL, NATIONAL SCIENCE AND TECHNOLOGY FAIRS 70
legislation is effective in meeting the goal of a knowledge-ready work force in STEM
fields.
Theoretical Framework
Three frameworks were used to analyze and understand Costa Rica’s participation
in globalization, its curriculum and instruction incorporating 21st-century skills, and the
implementation of STEM PBL.
The Spring (2009) framework, based on the theory of world educational culture,
will be used as a framework for understanding Costa Rica’s role in educational
globalization. The key points that Spring (2009) identified for globalization of education
are (a) development of a uniform global education culture sharing similar goals,
educational practices, and organizations; (b) similarity of national school systems as a
result of adoption of a Western model of the nation-state that requires mass education;
(c) a common educational ladder and curriculum organization; and (d) global uniformity
of schooling that provides entrance into the global economy. In this case, this lens helped
to frame Costa Rica’s educational curriculum in a global perspective.
The work by Wagner (2008) served as the framework for understanding how
schools are preparing their students for the 21st-century jobs that will be available to
them when they graduate. Specific attention was given to the 10 critical skills that
Wagner (2008, 2012) identified: critical thinking and problem solving, collaboration and
leadership, agility and adaptability, initiative and entrepreneurialism, effective oral and
written communication, the ability to access and analyze information, the ability to be
able to have and use curiosity and imagination, and the incorporation of play, passion,
and purpose.
STEM, PBL, NATIONAL SCIENCE AND TECHNOLOGY FAIRS 71
The work by Slough and Milam (2013) served as the framework to analyze
STEM PBL, wherein:
the design of learning environments emphasizes (a) making content accessible,
(b) making thinking visible, (c) helping students learn from others, and (d)
promoting autonomy and lifelong learning. The learning sciences emphasize the
importance of (a) preexisting knowledge; (b) feedback, revision, and reflection;
(c) teaching for understanding; and (d) metacognition. (p. 15)
The use of STEM PBL in the classroom can potentially be an effective vehicle for
integration of 21st-century skills in the curriculum and student learning to help students
to be prepared for the jobs of the future.
Chapter Summary
The significant changes that Costa Rica has experienced in the past decades,
moving from a primarily agriculture-based economy to a more diversified knowledge-
based economy, has increased the country’s GDP from $4.8 billion in 1980 to $45.10
billion in 2012 (World Bank, 2014a). However, in order for the country to remain
competitive in the global economy and continue to attract high-technology MNCs, it
must improve the knowledge base of their population in sectors pertaining to technology
and science. Monge-González and González-Alvarado (2007) found that MNCs in Costa
Rica were dissatisfied with their employees’ problem-solving skills, scientific and
mathematics skills, business administration skills, and foreign language skills. “The
Costa Rican authorities will have to deal with [these issues] if they wish to continue
attracting FDI inflows and promoting the development of more sophisticated activities by
the MNCs already established in this country” (p. 25). Therefore, it is necessary for their
STEM, PBL, NATIONAL SCIENCE AND TECHNOLOGY FAIRS 72
students to acquire 21st-century skills, including a high-technology knowledge-ready
work force to be attractive to future MNCs.
STEM, PBL, NATIONAL SCIENCE AND TECHNOLOGY FAIRS 73
CHAPTER 3: RESEARCH METHODOLOGY
Entrance in the global economy has had a positive effect on the country of Costa
Rica. Costa Rica, a small country in Latin America, has entered the global market and has
been growing at an annual growth of 10.4% GDP since 2002 (CINDE, 2013b). Because
of the attraction of FDI, the country now faces a unique challenge of preparing its
students with 21st-century skills specifically in the STEM fields required by the MNCs
that the nation has attracted in the past few decades. There have been numerous
developments in the curriculum and instruction of Costa Rica’s educational institutions
that include collaboration with MNCs. For example, Intel has established programs such
as Intel Teach Program, Intel Computer Clubhouse, technical education knowledge base
support, and parallel programming labs at UCR and ITCR (Intel Costa Rica, 2014). Of
special interest to this study is the national science and technology fair mandate that the
country instituted in 2004 that works in concert with Intel ISEF (Valencia Chacon et al.,
2012).
The purpose of this study was to examine the influence of globalization, FDI, and
multinational corporate responsibility on the curriculum and practices in schools.
Furthermore, the relationship between STEM education and Costa Rican economic
growth was studied. This study also examined how the mandated national science and
technology fairs influenced the use of PBL to build human capital and prepared students
for 21st-century jobs, particularly in the STEM fields.
Three research questions guided this study:
STEM, PBL, NATIONAL SCIENCE AND TECHNOLOGY FAIRS 74
1. To what extent do teachers implementing STEM curriculum trace their
practices back to the influence of policy, globalization, and MNCs? To what extent are
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 21st-century skills through the use of PBL 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 research team for the current study was composed of 14 doctoral students
from the Rossier School of Education at the University of Southern California (USC)
under the direction of Dr. Michael Escalante and his assistant, Dr. Oryla Wiedoeft. The
research team met monthly to collaborate, establish research questions, examine the
research literature, and review potential conceptual frameworks that would contribute to
the study to understand how the national science and technology fair mandate of 2004
(Valencia Chacon et al., 2012) affected schools and universities and educational policy in
Costa Rica. As a result of the many group aspects of the thematic process of this
dissertation cohort, there may be similarities in the dissertations. The result of this
process was based on schools that are part of the national science and technology fair.
The results are intended to advise school leaders and government officials on how PBL
learning through the incorporation of science and technology serve as a vehicle to
facilitate learning 21st-century skills by students in K–16 education.
STEM, PBL, NATIONAL SCIENCE AND TECHNOLOGY FAIRS 75
This chapter describes how the research questions were addressed. First, the
section Research Design describes how qualitative research is the best vehicle for this
study. Second, the Population and Sample section identifies the purposeful process of
selecting participants who were surveyed, interviewed, and surveyed, as well as the
sample size and why they were the best candidates for the sample. Third, the
Instrumentation section describes the protocols used for the interviews, observations, and
surveys and aligns each instrument to the research questions. Fourth, the Data Collection
section describes how the data were collected. Fifth, the Data Analysis section discusses
the best process for analysis of the collected data. Sixth, the Validity section describes
how the researchers triangulated the data to achieve the highest levels of validity.
Seventh, the Ethical Considerations section sets forth the guidelines established through
the Institutional Review Board (IRB) and adherence to those guidelines by the research
team.
Research Design
Since the research questions were open-ended and of a procedural orientation
(Maxwell, 2013), a qualitative study was the best form of research for this study (Weiss,
1994, pp. 9–11). Maxwell (2013) indicated that research questions, “state what you want
to learn” (p. 77). This qualitative study was designed to understand how globalization and
MNCs play a role in implementation of STEM education in the curriculum and
instruction of 21st-century skills through PBL exhibited in science and technology fairs
in Costa Rica.
This qualitative case study can be described as applied research with the purpose
of improving the quality of practice in a discipline that administrators and policy makers
STEM, PBL, NATIONAL SCIENCE AND TECHNOLOGY FAIRS 76
will use to improve the way things are done (Merriam, 2009). The focus of this research
was the practice of educators dealing with the 2004 national science and technology fair
mandate to prepare Costa Rica’s students for 21st-century STEM field jobs. The intent is
to use the findings to improve educational policies in the United States. Merriam (2009)
described a case study as “in-depth description and analysis of a bounded system” (p. 40).
Because this study was focused on a particular phenomenon in another country, the
borders of the areas that were visited bounded it. Creswell (2008) described cases as
“bounded by time and activity” (p. 13). Therefore, a qualitative case study as the research
design was the best fit since the study was bounded by the limited time in Costa Rica.
Merriam (2009) noted that “the decision to focus on qualitative case studies stems from
the fact that this design is chosen precisely because researchers are interested in insight,
discovery, and interpretation rather than hypothesis testing” (p. 42). Uncovering and
understanding the phenomenon for future application was the goal of this study.
Population and Sample
Purposeful sampling (Merriam, 2009) was used to select the participants recruited
for this qualitative case study, including current political leaders and education policy
makers, business executives of MNCs, and school administrators in Costa Rica. They
were the representatives from whom “most can be learned” (Merriam, 2009, p. 77) to
“best help the researcher understand the problem and the research question (Creswell,
2008, p. 178). The researchers were granted significant access to arrange in-person
interviews with political leaders and education policy makers, business executives of
MNCs, school administrators, students, and parents in San José, Costa Rica.
STEM, PBL, NATIONAL SCIENCE AND TECHNOLOGY FAIRS 77
Population
This section presents an overview of Costa Rica geographically, the date of
independence, current population, and the life expectancy of its residents. Costa Rica is
part of Latin America. Latin America contains three regions: South America, the
Caribbean, and Middle America (Mexico, Central America, and the West Indies are
sometimes called Middle America). Latin America lies in the Western Hemisphere.
Central America is comprised of seven countries, listed here in order of size from largest
to smallest: Nicaragua, Honduras, Guatemala, Panama, Costa Rica, Belize, and El
Salvador. Costa Rica is the third-smallest country in Central America, with a total area of
51,100 km
2
(approximately the size of West Virginia, which is 62,755 km
2
). It is
bordered by Nicaragua to the north, Panama to the southeast, the Pacific Ocean to the
west, and the Caribbean Sea to the east. It became independent from Spain on September
15, 1821. As of 2012, the population of Costa Rica (World Bank, 2014a) was 4,805
million, a little more than the city of Los Angeles with its population of 3,857 million
residents in the same year. Its inhabitants’ life expectancy is 79.5 years as of 2011, which
is slightly higher than the United States 2008 life expectancy of 78 years (U.S. Census
Bureau, 2012).
This case study’s central purpose was to describe and analyze how the national
science and technology fair policy enacted in 2004 has shaped curriculum, instruction,
and student interest in STEM fields to prepare students with 21st-century skills that are
critical to the success of Costa Rica’s growing knowledge-based economy and human
capital. CEDES Don Bosco, in the metropolitan area of San José, Costa Rica, was the
STEM, PBL, NATIONAL SCIENCE AND TECHNOLOGY FAIRS 78
location of choice for this research effort because of its involvement in the national
science and technology fairs and their track record therein.
Sample
Purposeful sampling (Merriam, 2009) was done in an effort to produce rich
description of the impact of the science and technology fair mandate on curriculum and
instruction to help students be prepared with skills necessary for 21st-century jobs,
particularly in the fields of STEM. Since this case study focused on the impact of
globalization and MNCs in Costa Rica and its schools and universities, as well as the
national science and technology fair mandate of 2004, a purposive sample and population
was sought. Corporate and national leaders, as well as school and university leaders,
students, and parents were recruited as a sample. (Recruitment letters are contained in
Appendix A).
Through a review of the Costa Rican economy literature, the prior Costa Rica
dissertation group established connections with Andrés Rodríguez-Clare, a highly cited
economist at the University of California, Berkley, who then introduced them to the
country’s leaders in education and economic growth, including Miguel Angel Rodriguez,
President of Costa Rica from 1998 to 2002. As a result, the prior Costa Rican dissertation
researchers gained access to some of the country’s most powerful leaders and met with
them on an exploratory trip in early March 2013. Based on this relationship, the current
Costa Rican dissertation group expanded its relationship and connections and set up
appointments for interviews and visits with students and parents at offices, school sites,
and local restaurants .
STEM, PBL, NATIONAL SCIENCE AND TECHNOLOGY FAIRS 79
The research team determined that a minimum of 20 participants would be
interviewed for the purpose of addressing the three research questions.
Educational Policymakers and Leaders
The following policy/government officials were interviewed: (a) Sonia Mora
Escalante, incoming Minister of Education in Costa Rica with experience at University of
Costa Rica who is quite familiar with international relations and international programs;
(b) Johnnatan Andrés Monge Sandoval, Former General Coordinator of the National
Science & Technology Fair, who has had experience in science fairs for the past 17 years
as a university student, a tutor, a judge at the national level, an instructor of the process,
and as director of the fair for the past 4 years; (c) Luis Andrés Loría Calderon, General
Coordinator of the National Science & Technology Fair, who has participated in fairs as a
student, as a scientific institute graduate, as a teacher, as a tutor, as a judge, as a project
supervisor, and now as the General Coordinator of the National Science & Technology
Fair; (d) Nelson Campos, National Science Fair Assessor with MEP, (e) Cecilia
Calderón, National Primary School Assessor with MEP, with 15 years of experience in
the Ministry of Public Education in relation to the development of science and
technology fairs and participation in the fair as a teacher, judge, and administrator of all
stages of the fairs, ranging from institutional, circuit, regional, and national levels;
(f) Nathalie Valencia Chacón, Coordinator of the National Science and Technology Fairs,
Member of the Executive Committee and Organizer of the National ExpoEngineering
Fair; (g) Silvia Arguello Vargas, Human Capital Director of the Ministry of Science and
Technology and Telecommunications; and (h) Alicia Fonseca Elizondo, National
Assessor of the Ministry of Education (MEP). Ms. Fonseca Elizondo was one of the
STEM, PBL, NATIONAL SCIENCE AND TECHNOLOGY FAIRS 80
primary persons involved in initiating the Science and Technology fairs in 2008, along
with Ms. Valencia Chacón.
The following school leaders were interviewed: (a) Christian Jiménez Fonseca,
Director of Don Bosco, has been involved in ExpoTech since the inception of the fairs in
1994 and has been leading the promotion of ExpoEngineering, which is a fair that Intel
has sponsored and which began at Don Bosco and has been replicated by the Ministry of
Science, Technology, and Telecommunications, along with the Ministry of Public
Education to be done nationally; (b) Fabrizio Méndez Gómez, Academic Coordinator at
Don Bosco, provides support to teachers at Don Bosco with the local and national fairs;
(c) Carlos Acosta, current teacher at Don Bosco and teacher of former Intel ISEF student,
has gone to three Intel ISEF fairs with his students, 11 of whom have had projects that
won, and has been a tutor; (d) Alejandro Loría Jiménez, Electronics Coordinator and
teacher at Don Bosco for the past 6 years, had Intel ISEF students who won at Intel ISEF;
(e) Jose Fabian Garro, current Don Bosco teacher and teacher of a former Intel ISEF
student winner, has participated at the local fair in Don Bosco, ExpoTech, the most
famous local fair in Costa Rica, and has 20 years of experience in regional fairs, national
science and technology fairs at UCR, as well as in the Expo Engineering Fair that was
recently created at Don Bosco; he has also participated in versions of ISEF in several
places such as New Mexico, Atlanta, and Los Angeles; and (f) J. Emilio Fonseca C.,
Technology Coordinator at Don Bosco.
Meeting with these high-ranking officials elucidated how the science and
technology fair mandate has changed curriculum and instruction in Costa Rica and how it
has affected students’ interest and preparation in STEM fields. These officials shed light
STEM, PBL, NATIONAL SCIENCE AND TECHNOLOGY FAIRS 81
on how globalization and MNCs influenced the decision to have a national science and
technology fair mandate and stated that the fair was making a positive impact in helping
students to go beyond ninth-grade education and move into vocational and higher
education with an emphasis in STEM fields. The educational policy makers provided
access to school principals and other potential respondents.
Business Leaders
The following business leaders were interviewed: (a) Sharon Snyder, MCP,
Manager of International Fairs and Volunteer Recruitment, Society for Science and the
Public, Intel ISEF; (b) Kate Goldberg, Director of Events at Intel ISEF and Intel STS; (c)
Vanessa Gibson, Director of Post-Establishment at CINDE; (d) Mary Helen Bialas,
former Director of Educational Outreach for Intel CR, with 17 years of experience in
Intel CR; and (e) Dr. Franklin Chan Diaz, CEO of Ad Astra in Webser, Texas, and Earth
University in Costa Rica, astronaut and national hero of Costa Rica. Conversations with
these executives helped the researchers to make links with the significance of the science
and technology fair and the role of MNCs in promoting the process.
Intel ISEF Participants
To understand the process related to the national science and technology fairs, the
researcher attend and served as interpreter at the international science and technology fair
in Los Angeles in May 2014. During the fair, the researchers personally experienced and
observed the event for which the children of Costa Rica prepared for a year. Also, the
researchers met this year’s 11 winners of the national science and technology fair in
Costa Rica and observed two Intel ISEF participants as they presented their winning
entries to an international audience in Los Angeles. In addition, the researcher
STEM, PBL, NATIONAL SCIENCE AND TECHNOLOGY FAIRS 82
interviewed two former Intel ISEF winners who had attended Don Bosco, their respective
teachers, the Director of Don Bosco, and the parents of one of the students.
The following Intel ISEF students were interviewed for the study, along with two
parents of a former Don Bosco student: (a) 2014 Intel ISEF students José David Porras
and Paulo Diaz from Colegio Técnico Profesional in Santa Lucia, whose project named
“Intelligent Road Signage and Traffic Monitoring System” won fourth place in Los
Angeles; and (b) former Don Bosco students who participated in ExpoTech, district,
regional, national, and 2013 Intel ISEF students winners José Eduardo Vargas Solis and
José Pablo Soto Alvarado. José Pablo also won first place in his category and participated
in a 1-month Intel camp in Silicon Valley, California, along with his parents, Guiselle
Alvarado Ángulo and José Alberto Soto Pazzani.
Instrumentation
The best forms of data collection for this study were surveys, semistructured
interviews, and observations targeting the three research questions. This qualitative
research study required the researchers to serve as the research instrument for data
collection. Two observation protocols, three interview protocols, and two survey
protocols were used as instruments to collect data. Surveys were translated to Spanish
and administered to administrators, teachers, and students.
The surveys, interview protocols, and observation protocols contained critical
questions to help the team and the researcher to conduct the interviews, focus the
observations, and validate the survey questions. These instruments allowed the team and
researcher to understand how the presence of MNCs has influenced the curriculum in the
Costa Rican educational system, how PBL or other instructional strategies are
STEM, PBL, NATIONAL SCIENCE AND TECHNOLOGY FAIRS 83
incorporated in the educational settings to teach 21st-century skills, and in what ways the
science and technology fair initiative has influenced interest and involvement in STEM.
All protocol questions were aligned to the study’s research questions.
The three data sources—observations, interviews, and surveys—ensured that the
collected data were triangulated “to shore up the internal validity of [the] study”
(Merriam, 2009, p. 215). These methods allowed the team and researcher to understand
how globalization, FDI, and MNCs have influenced curriculum and instruction through
incorporation of STEM PBL. Data were analyzed using three conceptual frameworks to
address the research questions: (a) Spring’s (2009) perceptions of world educational
culture, (b) Wagner’s (2008, 2012) frameworks of 21st-century skills, and (c) Slough and
Milam’s (2013) theoretical framework for the design of STEM PBL.
Interview Protocols
The interview protocol incorporated Patton’s (1987) justification for using a tape
recording device (p. 137) and Stringer’s (2007) Agreement to Participate (p. 56). The
information questions were created to guide the interview (Merriam, 2009; Patton, 1987)
to the ultimate goal of obtaining thick data (Merriam, 2009) to address the three research
questions. The interview protocol was designed specifically to correspond to each sample
group: educational policymakers, executives of MNCs, and Intel ISEF participants and
teachers. Based on advice from Patton (1987) and Merriam (2009), we attempted to
reduce the number of yes/no questions and why questions to get the most information via
the questions. (See Appendices B through E for the interview protocols.)
All interview questions for policy and government agency interviews aligned in
the following manner: In Section I, Items 1–5 aligned to examine Research Question 1,
STEM, PBL, NATIONAL SCIENCE AND TECHNOLOGY FAIRS 84
pertaining to STEM curriculum and the influence of policy, globalization, and MNCs.
The items also aligned to the four frameworks: Friedman (2007; Items 3 and 5) and
Spring (2009; Items 3 and 5) for globalization, Wagner (2008, 2012; Items 1–5) for 21st-
century skills, and Slough and Milam (2013; Items 2–5) for STEM PBL. In Section II,
Items 1–7 aligned to Research Question 2, pertaining to the influence of 21st-century
skills and the use of PBL. The items further aligned to the four frameworks: Friedman
(2007; Items 5–6) and Spring (2009; Item 6) for globalization, Wagner (2008, 2012;
Items 1–7) for 21st-century skills, and Slough and Milam (2013; Items 1–7) for STEM
PBL. In Section III, Items 1–6 aligned to Research Question 3, pertaining to the national
science and technology fair policy and the value of STEM education. The items also
aligned to the four frameworks: Friedman (2007; Items 2–6) and Spring (2009; Items 2–
6) for globalization, Wagner (2008, 2012; Items 1–5) for 21st-century skills, and Slough
and Milam (2013; Items 1–4) for STEM PBL. This alignment to the study’s research
questions is summarized in Table 1.
All interview questions for student interviews aligned in the following manner: In
Section I, Items 1–4 aligned to examine Research Question 1, pertaining to STEM
curriculum and the influence of policy, globalization, and MNCs. The items also aligned
to the four frameworks: Friedman (2007; Item 3) and Spring (2009; Item 3) for
globalization, Wagner (2008, 2012; Items 1–4) for 21st-century skills, and Slough and
Milam (2013; Items 2–4) for STEM PBL. In Section II, Items 1–6 aligned to Research
Question 2, pertaining to the influence of 21st-century skills and the use of PBL. The
items further aligned to the four frameworks: Friedman (2007; Items 5–6) and Spring
(2009; Item 6) for globalization, Wagner (2008, 2012; Items 1–6) for 21st-century skills,
STEM, PBL, NATIONAL SCIENCE AND TECHNOLOGY FAIRS 85
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 X
2 X X X
3 X X X
4 X X X
5 X X X X
6 X X X X X
Section III
1 X X X
2 X X X X X
3 X X X X X

a
The World Is Flat: A Brief History of the Twenty-First Century, Further Updated and Expanded 3.0, by
T. L. Friedman, 2007, New York, NY: Picador.
b
Globalization of Education: An Introduction, by J. Spring,
2008, New York, NY: Routledge.
c
The Global Achievement Gap: Why Even Our Best Schools Don’t Teach
the New Survival Skills Our Children Need and What We Can Do About It, by T. Wagner, 2008, New
York, NY: Basic Books; Creating Innovators: The Making of Young People Who Will Change the World,
by T. Wagner, 2012, New York, NY: Scribner Books.
d
“Theoretical Framework for the Design of STEM
Project-Based Learning,” by S. W. Slough and J. O. Milam, in STEM Project-Based Learning: An
Integrated Science, Technology, Engineering, and Mathematics (STEM) Approach (pp. 15–27), by R. M.
Capraro, M. M., Capraro, & J. Morgan (Eds.), 2013, Rotterdam, The Netherlands: Sense.
and Slough and Milam (2013; Items 1–6) for STEM PBL. In Section III, Items 1–3
aligned to Research Question 3, pertaining to the national science and technology fair
policy and the value of STEM education. The items also aligned to the four frameworks:
STEM, PBL, NATIONAL SCIENCE AND TECHNOLOGY FAIRS 86
Friedman (2007; Items 2–3) and Spring (2009; Items 2–3) for globalization, Wagner
(2008, 2012; Items 1–3) for 21st-century skills, and Slough and Milam (2013; Items 1–3)
for STEM PBL.
Observation Protocol
An observation protocol was developed to assist in data collection. Stringer
(2007) stated that researchers “acquire a record of important elements of the lifeworld of
the participants, [and that they] should record these notes during or soon after events have
occurred” (p. 76). Bogdan and Biklen (2007) and Merriam (2009) stressed the need for
field notes to be highly descriptive and presented in detail. Observation protocols were
chosen that are flexible for quick notes. For the science and technology fair observation
protocol, a brief area at the top of the protocol is included to capture the date, time,
number of students, gender, grade level, and title project, as well as materials used. An
area was designated to draw the facilities set up (Bogdan & Biklen, 2007). Research
Questions 2 and 3 were restated to help the researcher and the team to stay focused
during the observation (Merriam, 2009, p. 118). The rest of the protocol includes a table
that focuses the observation on 21st-century skills (Wagner, 2008, 2012) and STEM PBL
(Slough & Milam, 2013) with space to note observed actions and conversations, and
observer comments. Toward the bottom of the protocol was a series of yes/no questions
targeting the research questions. Appendix F contains the observation protocol to be
utilized at Intel ISEF in May 2013 in Los Angeles. The classroom observation protocol
was identical to the Intel ISEF protocol with the exception of a classroom set-up area
instead of the facilities set-up area, inclusion of an area for an overview of the lesson
STEM, PBL, NATIONAL SCIENCE AND TECHNOLOGY FAIRS 87
(objective of the day), and additional classroom information. Appendix G contains the
observation protocol to be utilized in Costa Rican classroom observations.
Survey Protocol
Quantitative surveys were distributed to each group of participants: educational
policymakers, executives of MNCs, and Intel ISEF students and teachers. The surveys
were developed to target the research questions, which were restated at the top of each
survey. Each survey used a 5-point Likert-style response scale (Fink, 2013): Strongly
Agree, Agree, Disagree, Strongly Disagree, and N/A. Each item targeted each participant
group to get the best possible responses to the research questions: 6 items for Research
Question 1, 8 items for Research Question 2, and 9 items for Research Question 3. In
developing the survey items, the following characteristics were taken into consideration
to develop clear and valid items: Jargon was avoided, standard grammar and syntax were
used, items were kept concrete and close to the participants’ experience, and translation
was done by persons fluent in the target language (Fink, 2013).
All items were tabulated with the responses assigned numerical values as follows:
Strongly Agree = 4, Agree = 3, Disagree = 2, Strongly Disagree = 1. Responses of I
Don’t Know were omitted from numerical analysis. Scores were analyzed by item and by
item clusters related to the three research questions. Scores were disaggregated by school
as well as combined. Educator and student data were analyzed separately.
Calculated means were compared to four hypothesis means utilizing the one-
tailed z test for hypothesis testing with a 95% level of significance (critical value 1.65).
Four hypothesis tests were conducted for each question: (a) H
1
: x ≥ 1.6, H
0
: x < 1.6; (b)
H
1
: x ≥ 2.2, H
0
: x < 2.2; (c) H
1
: x ≥ 2.8, H
0
: x < 2.8; and (d) H
1
: x ≥ 3.4, H
0
: x< 3.4. This
STEM, PBL, NATIONAL SCIENCE AND TECHNOLOGY FAIRS 88
allowed the results to be fit into the ranges described in the summary. As an example, if
the H
1
x ≥ 2.2 was accepted but H
1
≥ 2.8 was rejected, then the response was classified
as a Neutral Response. The hypothesis tests were utilized to stratify the responses into
five categories related to the mean: (a) Less than 1.6 = Strongly Negative Response, (b)
Less than 2.2, greater than or equal to 1.6 = Negative Response, (c) Less than 2.8, greater
than or equal to 2.2 = Neutral Response, (d) Less than 3.4, greater than or equal to 2.8 =
Positive Response, and (e) Greater than or equal to 3.4 = Strongly Positive Response.
All items in the Teacher/Administrator survey (Appendix H) were aligned in the
following manner: In Section I, Items 1–6 aligned to Research Question 1, pertaining to
STEM curriculum, influence of policy, globalization, and MNCs. The items also aligned
to the four frameworks: Friedman (2007; Items 4–5) and Spring (2009; Items 4–6) for
globalization, Wagner (2008, 2012; Items 2, 4, and 5) for 21st-century skills, and Slough
and Milam (2013; Items 1–6) for STEM PBL. In Section II, Items 7–14 aligned to
Research Question 2, pertaining to the influence of 21st-century skills and use of PBL.
The items also aligned to the four frameworks: Friedman (2007; Items 13–14) and Spring
(2009; Items 13–14) for globalization, Wagner (2008, 2012; Items 9–11 and 14) for 21st-
century skills, and Slough and Milam (2013; Items 7–9 and 12–14) for STEM PBL. In
Section III, Items 15–23 aligned to Research Question 3, pertaining to the national
science and technology fair policy and the value of STEM education. The items also
aligned to the four frameworks: Friedman (2007; Items 19 and 23) and Spring (2009;
Items 16, 19–20, 23) for globalization, Wagner (2008, 2012; Items 15–16, 19–21, 23) for
21st-century skills, and Slough and Milam (2013; Items 17–23) for STEM PBL. This
alignment of items to the study’s research questions is summarized in Table 2.
STEM, PBL, NATIONAL SCIENCE AND TECHNOLOGY FAIRS 89
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. L. Friedman, 2007, New York, NY: Picador.
b
Globalization of Education: An Introduction, by J. Spring,
2008, New York, NY: Routledge.
c
The Global Achievement Gap: Why Even Our Best Schools Don’t Teach
the New Survival Skills Our Children Need and What We Can Do About It, by T. Wagner, 2008, New
York, NY: Basic Books; Creating Innovators: The Making of Young People Who Will Change the World,
by T. Wagner, 2012, New York, NY: Scribner Books.
d
“Theoretical Framework for the Design of STEM
Project-Based Learning,” by S. W. Slough and J. O. Milam, in STEM Project-Based Learning: An
Integrated Science, Technology, Engineering, and Mathematics (STEM) Approach (pp. 15–27), by R. M.
Capraro, M. M., Capraro, & J. Morgan (Eds.), 2013, Rotterdam, The Netherlands: Sense.
STEM, PBL, NATIONAL SCIENCE AND TECHNOLOGY FAIRS 90
All items in the Student survey (Appendix I) were aligned as follows: In Section
I, Items 1–4 aligned to examine Research Question 1, pertaining to STEM curriculum,
influence of policy, globalization, and MNCs. The items also aligned to the four
frameworks: Friedman (2007; Item 4) and Spring (2009; Item 4) for globalization,
Wagner (2008, 2012; none) for 21st-century skills, and Slough and Milam (2013; Items
1–4) for STEM PBL. In Section II, Items 5–10 aligned to Research Question 2,
pertaining to the influence of 21st-century skills and use of PBL. The items also aligned
to the four frameworks: Friedman (2007; Items 6 and 10) and Spring (2009; Items 6 and
10) for globalization, Wagner (2008, 2012; Item 9) for 21st-century skills, and Slough
and Milam (2013; Items 5–8, 10) for STEM PBL. In Section III, Items 11–14 aligned to
Research Question 3, pertaining to the national science and technology fair policy and the
value of STEM education. The items also aligned to the four frameworks: Friedman
(2007; Items 13–14) and Spring (2009; Items 13–14) for globalization, Wagner (2008;
2012; Items 11–13) for 21st-century skills, and Slough and Milam (2013; Items 13–14)
for STEM PBL. This alignment of items to the study’s research questions is summarized
in Table 3.
Data Collection
The research team conducted an interview with the Consul General for Costa Rica
in Los Angeles, volunteered at the international science and technology fair in May 2014,
and conducted the first round of surveys, interviews, and observations. The team traveled
to Costa Rica in June 2014 to conduct observations and interviews and administer
surveys. Each interview participant was asked for permission to record the interview.
Once permission was granted, the interviews were recorded (Merriam, 2009; Patton,
STEM, PBL, NATIONAL SCIENCE AND TECHNOLOGY FAIRS 91
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. L. Friedman, 2007, New York, NY: Picador.
b
Globalization of Education: An Introduction, by J. Spring,
2008, New York, NY: Routledge.
c
The Global Achievement Gap: Why Even Our Best Schools Don’t Teach
the New Survival Skills Our Children Need and What We Can Do About It, by T. Wagner, 2008, New
York, NY: Basic Books; Creating Innovators: The Making of Young People Who Will Change the World,
by T. Wagner, 2012, New York, NY: Scribner Books.
d
“Theoretical Framework for the Design of STEM
Project-Based Learning,” by S. W. Slough and J. O. Milam, in STEM Project-Based Learning: An
Integrated Science, Technology, Engineering, and Mathematics (STEM) Approach (pp. 15–27), by R. M.
Capraro, M. M., Capraro, & J. Morgan (Eds.), 2013, Rotterdam, The Netherlands: Sense.
1987; Weiss, 1994). The researcher also wrote field notes. In the interview protocol,
participants were told that they could stop recording at any time. Merriam (2009) and
Bogdan and Biklen (2007) recommended that observation sessions be no longer than an
STEM, PBL, NATIONAL SCIENCE AND TECHNOLOGY FAIRS 92
hour for novice researchers. The goal was to stay within the hour during classroom
observations. Surveys were distributed to all sample participants; relevant “primary
sources . . . recorded . . . by a qualified person” (Merriam, 2009, p. 152) connected to the
research questions were gleaned for data.
The time line of data collection began in the United States Friday, March 21,
2014, with the interview of Sylvia Ugalde Fernández, Consul General for Costa Rica in
Los Angeles. Thereafter, from May 11 to May 15, 2014, the research team volunteered,
conducted interviews and observations, and distributed surveys to the Intel ISEF winners
during the Intel International Science Fair in Los Angeles. The research team traveled to
Costa Rica on Friday, June 13–14, 2014. The weekend was devoted to planning and
coordination of the weeks ahead. Monday, June 16, 2014 was the first day of interviews
with the representatives of CINDE and the Director of CEDES Don Bosco. The next
round of interviews was conducted Tuesday, June 17, 2014, with the Minister of Science
and Technology and the Director of the National Science Fair and Human Capital.
Wednesday through Friday, June 18 to June 20, 2014, were scheduled for survey
distribution and interviews with school and government leaders and former Intel ISEF
students and parents. On Monday, June 23, 2014, the last group of government and
business leaders was interviewed. On Tuesday, June 24, 2014, the team returned to the
United States to evaluate and mine the collected data.
Data Analysis
Data were collected via surveys, interviews, and observations. Permission to
record interviews was obtained from participants. Interviews were professionally
transcribed soon after the return to the United States because transcription “provides the
STEM, PBL, NATIONAL SCIENCE AND TECHNOLOGY FAIRS 93
best database for analysis” (Merriam, 2009, p. 110). Maxwell (2013) stated that the initial
step in data analysis is to read the transcripts and begin the process of categorizing to aid
in “open coding” (Corbin & Strauss, 2008, p. 195; Creswell, 2008). Color coding the
responses allowed “ordering [my] data” (Maxwell, 2013, p. 107) to address the three
research questions. For example, any mention of 21st-century skills was coded in a
specific color. Notes from the observation records were typed, again using color coding
of the notes so a “unit of data . . . is a potential answer or part of an answer to the
question(s) . . . asked in this study” (Merriam, 2009, p. 176). Creswell’s (2008) model of
interpreting themes, coding data from the interviews, the observations, the surveys, and
the documents, reading through the data, and organizing and preparing data for analysis
is intended to validate the information acquired to address the research questions.
Following Creswell’s (2008) six-step process of data analysis in qualitative
research, Step 1 was to type and categorize data while the information is still fresh. Step 2
was to read through the data to get a general sense of the ideas that emerge while making
notes along the margins, and so forth. This was crucial to do while the research team was
still in Costa Rica in order to pose follow-up questions if gaps in the data were revealed.
Step 3 involved detailed analysis of data after return to the United States, labeling and
coding the information that emerges, ensuring that space was left for surprise elements in
response to the research questions. Step 4 involved generating descriptions thick
descriptions from the data. Step 5 was to identify findings from the analysis. Step 6 was
the process of making meaning of the data, elucidating the reviewed literature, and
bringing forth meaning that could add to previous research and identify areas for further
research.
STEM, PBL, NATIONAL SCIENCE AND TECHNOLOGY FAIRS 94
Reliability
Merriam (2009) referred to reliability as “the extent to which research findings
can be replicated” (p. 220); “the more important question for qualitative research is
whether the results are consistent with the data collected” (p. 221). Creswell (2008)
suggested a series of procedures to ensure reliability of a research study. Based on these
suggestions, the researcher followed this process: (a) checked transcripts to ensure that
they were transcribed accurately and did not omit information or contain superfluous
information; (b) ensured that identified codes were consistent and did not deviate from
their definitions; (c) communicated with other coders on the research team to document
and share analyses; and (d) cross-checked codes developed by the other researchers.
Ethical Considerations
The study complied with ethical guidelines established by the IRB of USC. There
was direct contact with one 17-year-old who has since become 18. However, the Los
Angeles County Department of Children and Family Services was not involved. Since
this study was conducted in an educational context, the potential for causing harm was
minimal.
Creswell (2008) suggested ethical practices for working with data analysis and
interpretation to make good ethical decisions. In this study, anonymity of the individuals
(if requested), roles, and incidents in the case study was ensured. Data will be kept in a
safe location. Issues of data ownership were resolved prior to data collection and
authorizations was granted to collect and use the data. The interpretation of the data,
including translation and transcription, was backchecked with participants or across data
sources. Data were not misused to present advantage to any participating group, and the
STEM, PBL, NATIONAL SCIENCE AND TECHNOLOGY FAIRS 95
research did not use language that was biased toward any racial or ethnic group, gender,
sexual orientation, age, or disability.
Study participation was voluntary and participants had the option to remove
themselves from the study at any time. Pseudonyms were not used in reference to the
participants. All contact and personal information will be destroyed once the study is
concluded.
The researcher and the team used incentives to show gratitude for participants’
willingness to be interviewed, observed, and/or surveyed. Incentives consisted of USC
regalia amounting to no more than $30 each, so potential for coercion was minimized.
STEM, PBL, NATIONAL SCIENCE AND TECHNOLOGY FAIRS 96
CHAPTER 4: RESULTS
Since the early 1980s, the country of Costa Rica has undergone 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 FDI. These
MNCs have brought new job opportunities to the country that require educational
institutions to produce more knowledge-ready employees. Schools now face the
challenge of helping students to develop 21st-century skills in STEM fields in order to
prepare the next generation of workers (Nelson, 2005; OECD, 2012; Rodríguez-Clare,
2001; World Bank Group, 2006).
The purpose of this study was to determine the influence of globalization, FDI,
and MNC responsibility on the curriculum and practices in schools. Furthermore, the
relationship between STEM education and Costa Rican economic growth was studied.
This study also examined how the mandated national science and technology fairs have
influenced the use of PBL to build human capital and to prepare students for 21st-century
jobs, particularly in the STEM fields.
The study was driven by the following research questions:
1. To what extent do teachers implementing STEM curriculum trace their
practices back to the influence of policy, globalization, and MNCs? To what extent are
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 21st-century skills through the use of PBL and technology
by teachers across all curricular areas? How has this use influenced curriculum and
instruction?
STEM, PBL, NATIONAL SCIENCE AND TECHNOLOGY FAIRS 97
3. How has the national science and technology fair policy changed the value for
STEM education for students, teachers, and educational leaders?
Three frameworks were used to analyze and understand Costa Rica’s participation
in globalization, its curriculum and instruction incorporating 21st-century skills, and the
implementation of STEM PBL. The Spring (2009) framework, based on the theory of
world educational culture, was used as a framework for understanding Costa Rica’s role
in educational globalization. The key points that Spring (2009) identified for
globalization of education were (a) development of a uniform global education culture
sharing similar goals, educational practices, and organizations; (b) similarity of national
school systems as a result of adoption of a Western model of the nation-state that requires
mass education; (c) a common educational ladder and curriculum organization; and (d)
global uniformity of schooling that provides entrance into the global economy. In this
case, this lens helped to frame Costa Rica’s educational curriculum in a global
perspective.
The work by Wagner (2008) served as the framework for understanding how
schools are preparing their students for the 21st-century jobs that will be available to
them when they graduate. Specific attention was given to the 10 critical skills that
Wagner (2008, 2012) identified: critical thinking and problem solving, collaboration and
leadership, agility and adaptability, initiative and entrepreneurialism, effective oral and
written communication, the ability to access and analyze information, the ability to be
able to have and use curiosity and imagination, and the incorporation of play, passion,
and purpose.
STEM, PBL, NATIONAL SCIENCE AND TECHNOLOGY FAIRS 98
The work by Slough and Milam (2013) served as the framework to analyze
STEM PBL, wherein:
the design of learning environments emphasizes (a) making content accessible,
(b) making thinking visible, (c) helping students learn from others, and
(d) promoting autonomy and lifelong learning. The learning sciences emphasize
the importance of (a) pre-existing knowledge; (b) feedback, revision, and
reflection; (c) teaching for understanding; and (d) metacognition. (p. 15)
The use of STEM PBL in the classroom has been shown to be an effective vehicle for
integration of 21st-century skills in the curriculum and student learning to help students
to be prepared for the jobs of the future.
Responses to address each of the research questions are framed and elaborated
through triangulation of the results of the surveys, interviews, and classroom
observations.
This case study focuses primarily on CEDES Don Bosco, a technical private
subsidized high school that is located in Concepción de Alajuelita, with a student
population of more than 2,000 students. With support from MEP and MNCs, they offer
quality education at a reasonable price to local low-income students in the third and
fourth cycles of their education (Grades 7–12) who reside in the area where it is located.
This college is divided into academic and technical sides. In the technical side, students
learn specialties in electronics, electromechanics, information networks, software
computer development, precision mechanics, architectural drawing, and graphic design.
As of last year (2013), Colegio Técnico Don Bosco ranked 38th among 906 high schools
in the country that cater to local urban students (Fernandez, 2012). The main school
STEM, PBL, NATIONAL SCIENCE AND TECHNOLOGY FAIRS 99
administrator is Mr. Christian Jiménez, who has worked in various capacities at the
school for more than 19 years.
Participants
This study focused on the impact of globalization and MNCs in Costa Rica and its
schools and universities, as well as the national science and technology fair mandate of
2004. A purposive sample and population were sought. Corporate and national leaders,
school and university leaders, two former Intel ISEF students, and two current Intel ISEF
students and their parents were recruited as a sample.
The following policy/government officials were interviewed: (a) Sonia Mora
Escalante, incoming Minister of Education in Costa Rica with experience at University of
Costa Rica who is quite familiar with international relations and international programs;
(b) Johnnatan Andrés Monge Sandoval, Former General Coordinator of the National
Science & Technology Fair, who has had experience in science fairs for the past 17 years
as a university student, a tutor, a judge at the national level, an instructor of the process,
and as director of the fair for the past 4 years; (c) Luis Andrés Loría Calderon, General
Coordinator of the National Science & Technology Fair, who has participated in fairs as a
student, as a scientific institute graduate, as a teacher, as a tutor, as a judge, as a project
supervisor, and now as the General Coordinator of the National Science & Technology
Fair; (d) Nelson Campos, National Science Fair Assessor with MEP, (e) Cecilia
Calderón, National Primary School Assessor with MEP, with 15 years of experience in
the Ministry of Public Education in relation to the development of science and
technology fairs and participation in the fair as a teacher, judge, and administrator of all
stages of the fairs, ranging from institutional, circuit, regional, and national levels;
STEM, PBL, NATIONAL SCIENCE AND TECHNOLOGY FAIRS 100
(f) Nathalie Valencia Chacón, Coordinator of the National Science and Technology Fairs,
Member of the Executive Committee and Organizer of the National ExpoEngineering
Fair; (g) Silvia Arguello Vargas, Human Capital Director of the Ministry of Science and
Technology and Telecommunications; and (h) Alicia Fonseca Elizondo, National
Assessor of the Ministry of Education (MEP). Ms. Fonseca Elizondo was one of the
primary persons involved in initiating the Science and Technology fairs in 2008, along
with Ms. Valencia Chacón.
The following business leaders were interviewed: (a) Sharon Snyder, MCP,
Manager of International Fairs and Volunteer Recruitment, Society for Science and the
Public, Intel ISEF; (b) Kate Goldberg, Director of Events at Intel ISEF and Intel STS;
(c) Vanessa Gibson, Director of Post-Establishment at CINDE; (d) Mary Helen Bialas,
former Director of Educational Outreach for Intel CR with 17 years of experience in Intel
CR; and (e) Dr. Franklin Chan Diaz, CEO of Ad Astra in Webster, Texas and Earth
University in Costa Rica, astronaut and national hero of Costa Rica.
The following school leaders were interviewed: (a) Christian Jiménez Fonseca,
Director of Don Bosco, has been involved in ExpoTech since the inception of the fairs in
1994 and has been leading the promotion of ExpoEngineering, which is a fair that Intel
has sponsored and which began at Don Bosco and has been replicated by the Ministry of
Science, Technology, and Telecommunications, along with the Ministry of Public
Education to be done nationally; (b) Fabrizio Méndez Gómez, Academic Coordinator at
Don Bosco, provides support to teachers at Don Bosco with the local and national fairs;
(c) Carlos Acosta, current teacher at Don Bosco and teacher of former Intel ISEF student,
has gone to three Intel ISEF fairs with his students, 11 of whom have had projects that
STEM, PBL, NATIONAL SCIENCE AND TECHNOLOGY FAIRS 101
won, and has been a tutor; (d) Alejandro Loría Jiménez, Electronics Coordinator and
teacher at Don Bosco for the past 6 years, had Intel ISEF students who won at Intel ISEF;
(e) Jose Fabian Garro, current Don Bosco teacher and teacher of a former Intel ISEF
student winner, has participated at the local fair in Don Bosco, ExpoTech, the most
famous local fair in Costa Rica, and has 20 years of experience in regional fairs, national
science and technology fairs at UCR, as well as in the Expo Engineering Fair that was
recently created at Don Bosco; he has also participated in versions of ISEF in several
places such as New Mexico, Atlanta, and Los Angeles; and (f) J. Emilio Fonseca C.,
Technology Coordinator at Don Bosco.
The following Intel ISEF students were interviewed for the study, along with two
parents of a former Don Bosco student: (a) 2014 Intel ISEF students José David Porras
and Paulo Diaz from Colegio Técnico Profesional in Santa Lucia, whose project named
“Intelligent Road Signage and Traffic Monitoring System” won fourth place in Los
Angeles; and (b) former Don Bosco students who participated in ExpoTech, district,
regional, national, and 2013 Intel ISEF students winners José Eduardo Vargas Solis and
José Pablo Soto Alvarado. José Pablo also won first place in his category and participated
in a 1-month Intel camp in Silicon Valley, California, along with his parents, Guiselle
Alvarado Ángulo and José Alberto Soto Pazzani.
Also, at the Don Bosco school site, 30 teachers were surveyed, 9 observations
were conducted to look for evidence of 21st-century skills in STEM education, and 168
current Don Bosco students were surveyed from both the Third and Fourth Cycles of
education (Grades 9–12) in the academic and technical sides of the school.
STEM, PBL, NATIONAL SCIENCE AND TECHNOLOGY FAIRS 102
The collected data were rich, thick, and overall positive. Because the participants
included policy/government officials, business leaders, school leaders, targeted former
and current students, and their parents, the data represented a variety of perspectives that
helped to address the research questions (Merriam, 2009). The teachers who were
surveyed were from Don Bosco, from both the academic and technical sides of the
campus. The students who were surveyed represent low-income students from the
Alajuelita region where Don Bosco, an urban school, is located. The students represent
both the academic and technical students in the third and fourth cycle of their education
at Don Bosco. A discussion of the results of the analysis of the data follows, presented as
themes and evidence to support them.
Results for Research Question 1
Research Question 1 asked, To what extent do teachers implementing STEM
curriculum trace their practices back to the influence of policy, globalization, and
MNCs? To what extent are the economic growth of Costa Rica and STEM education
related? Spring (2009) identified the world educational culture where a country adopts a
Western model of education and create a global uniformity that allow the country to enter
the global arena. In line with this new focus, Costa Rica’s proactive behavior to shift its
economy from an agricultural economy to a more diversified economy with its pursuit of
educating its citizens and integrating technology and critical thinking (Mitchell &
Pentzer, 2008; Rodriguez-Clare, 2001) should be evident. Cordero and Paus (2008) noted
the incentives that Costa Rica introduced in the 1980s to attract MNCs into the country
were the EPZ and the Export Contract, which in essence increased the presence of
MNCs. Also, due to the “signaling effect” or the “Intel effect,” the country’s economic
STEM, PBL, NATIONAL SCIENCE AND TECHNOLOGY FAIRS 103
growth has shifted from 60% perishable products as its export composition in 1985 to
28% electric and electronic and down to 24% perishable products in 2003 (World Bank
Group, 2006).
Intel has been shown to be a positive influence in Costa Rica. In response to this
research question, two themes aligned to the literature. First, policy, globalization, and
attraction of MNCs have increased the use of STEM curriculum and student participation
in science fairs throughout the country. Second, there is a strong momentum to integrate
STEM education in order to grow Costa Rica’s human capital and economy.
Theme 1: Policy, Globalization, and Attraction of MNCs Have Increased STEM and
Science Fair Participation in Costa Rica
The government has been proactive in its pursuit of educating its citizens
(Mitchell & Pentzer, 2008). Mitchell and Pentzer (2008) and Rodriguez-Clare (2001)
argued that teaching students to use computers as tools for learning began the country’s
integration of technology and critical thinking in curriculum and instruction. Nelson
(2005) also noted the commitment by Jose Maria Figueres, President from 1994 to 1998,
to developing a more productive global economy in Costa Rica that needed to attract
high-technology investment. After the national science and technology fair mandate in
2004, from 2006 to 2008, new regulations for participation by preschool students were
established, the science curriculum was integrated, an engineering fair was started, and
3,400 schools participated, a substantial increase from the 30 to 50 schools that
participated in 1987. During that time, more than 50% of all students participated in
science fairs (Valencia, 2009; Valencia Chacon et al., 2012). An increase of STEM
STEM, PBL, NATIONAL SCIENCE AND TECHNOLOGY FAIRS 104
curriculum and student science fair participation was evident due to policy, globalization,
and attraction of MNCs.
Teachers view Intel/MNCs favorably in STEM curriculum. In response to survey
item 5 (Intel/MNCs positively influenced STEM curriculum), 20 of the 30 responding
Don Bosco teachers indicated that Intel/MNCs had positively influenced STEM
curriculum. Figure 1 illustrates the responses to teacher/administrator survey item 5.

Figure 1. Responses to teacher/administrator survey item 5: “Intel/MNCs have positively
influenced STEM curriculum.”
The personal interviews supported the theme of an increase in STEM curriculum
and student science fair participation because of policy, globalization, and attraction of
MNCs. There was awareness by all stakeholders of the influence of policy on curriculum.
Policy and MNCs have affected participation by students in science fairs.
According to Nathalie Valencia Chacón, Coordinator of the National Science and
Technology Fairs, during a personal interview she affirmed that:
The impulse of the decree which regularized the fair process, the result was that
this gave support to the initiative of democratization of the science fairs process,
STEM, PBL, NATIONAL SCIENCE AND TECHNOLOGY FAIRS 105
because before this decree and that’s the time when I participated as a professor,
those participating, the national fair wasn’t so national, it wasn’t so representative
of the country. There were only projects from colleges, most of the time they were
private schools, scientific colleges . . . or educational centers which were closer to
San José. . . . Participation had to do with access. If they had the access and
possibility, then they would do it, but there weren’t so many projects. . . .
Nowadays, that is a complete national program of science and technology fairs
where each sector is there. . . . Following this new decree, we have to motivate
actions with the support of all in the whole country.
Policy/government official Johnnatan Andrés Monge Sandoval, former General
Coordinator of the National Science & Technology Fair, spoke in support of MNCs and
their effect in Costa Rica:
Intel has been the multinational that has had the most influence. Ever since 1997,
when it came to Costa Rica, 17 years ago, they have supported the educational
fields. So, Intel, a multinational has had an important role in this process because
they have helped us to generate better resources to be able to take these kids to
new levels, promoting the quality of work being done in the country in a process
like the International Fair. So at this moment, I can say, Intel has developed
polices along with ministries in the scientific and technology field, as well as in
the educational field to have projects in this STEM field.
The two main business leaders agreed on the importance and relevance of STEM
curriculum in Costa Rica. Vanessa Gibson, Director of Post-Establishment at CINDE,
STEM, PBL, NATIONAL SCIENCE AND TECHNOLOGY FAIRS 106
stated in an interview, “There is a fair recognition of the need to attend to the requirement
of STEM. The government has declared that they need to do something.”
Mary Helen Bialas, former Director of Educational Outreach for Intel CR,
expanded on this idea:
[The science and technology fair] has become part of the system. It’s changed
from becoming just a national fair, where people were outside of the system,
participating; it’s now part of the system. It’s a part of the process. It’s in the
school calendar, and it’s regulated when the institutional fairs are, when the
regional fairs are, when the national fair is. It’s integrated now.
From the school leaders’ perspective, there was consensus on the importance and
relevance of STEM. Don Bosco’s Director, Christian Jiménez Fonseca, stated, “All of the
fair restructuring has brought about an expansive wave that has reached the academic
curriculum and the way teachers teach in their workshops or laboratories.” He noted “a
profound effect” on curriculum and pedagogy as a result of policy changes.
Don Bosco’s Electronics Coordinator and former Intel ISEF student teacher,
Alendro Loría Jiménez, stressed this point as well:
Giving that part to the kids, mathematics, engineering and science, is very
important because that’s what the industry needs today and let’s say the country–
well, our country, due to foreign investments are being brought, and companies
that settle down here to generate more job positions and the positions that will be
required are focused on these type of skills that the kids have to learn. So,
teaching the kids this type of subjects, right? Of knowledge, will make them a
more qualified workforce, more desired by the companies and that also in a short
STEM, PBL, NATIONAL SCIENCE AND TECHNOLOGY FAIRS 107
or long term will bring the benefit that some kids will be interested in
engineering, researching, developing things too.
The theme of an increase in STEM curriculum and science fair participation was
supported from a student and parent perspective. First, 136 of the 168 responding
students positively indicated that “STEM instruction has been an important part of my
education.” Figure 2 illustrates the responses to student survey item 1.

Figure 2. Responses to student survey item 1: “STEM instruction has been an important
part of my education.”
Former Don Bosco students and Intel ISEF winners also indicated an increase of
STEM curriculum and student science fair participation because of policy, globalization,
and attraction of MNCs. They noted an increase in student interest and motivation in
participation as well. José Eduardo Vargas Solis and José Pablo Soto Alvarado, former
Intel ISEF students, were interviewed. José Eduardo stated that during his time in school
(2001 to 2006), “The scientific fair started in 2004, and it started to become stronger
when I finished sixth grade in 2006.” José Pablo stated that he had seen more motivation
in participation:
STEM, PBL, NATIONAL SCIENCE AND TECHNOLOGY FAIRS 108
Before, people didn’t take it very much into account. Students used to participate
in fairs just because it was an obligation. Now, the government, the Ministry of
Science and Technology, has put forth a tremendous effort to motivate the youth
to be part of the fairs.
His mother, Guiselle Alvarado Ángulo, shared a very interesting perspective in
support of how STEM curriculum has changed and increased student participation
throughout the country:
What has caught my attention is that José Pablo comes from a rural school. It was
a public school and the science fairs in that school consisted of making bracelets
or a water fountain or the famous volcano. When science fairs started becoming
more important, the government gave his school a computer system and started
teaching them computers. From that point on, the children started making
different kinds of projects. When we went to the fairs, we would feel more
motivated than before. Before that, we would say, “Oh gosh, how boring to see
bracelets and volcanoes!” which were the common exhibitions every year. But
after that, the government gave the teachers incentives to have science and
technology projects, not the old stuff. Well, although my children graduated from
school a long time ago, I went to their former school and attended their science
fair last year. I noticed that everything is completely different. It was a science
and technology fair, the way a science and technology fair is supposed to be.
Also noted is that technical colleges are gaining prominence in Costa Rica. Paulo
Diaz stated that he has seen Costa Rica “move from [having more] academic to technical
colleges. All of that has come as a result of the requirement that all colleges participate in
STEM, PBL, NATIONAL SCIENCE AND TECHNOLOGY FAIRS 109
fairs.” José David added, “Since 5 years ago, some colleges have changed.” The timeline
noted here coincides with the change in policy that occurred in 2004.
The Intel ISEF competition in Los Angeles on May 14, 2014 hosted more than 70
countries spanning the globe and welcomed more than 1,700 finalists who had traveled to
Los Angeles to compete. At the fair I observed José David Porras and Paulo Diaz during
the judging of their project. Their project included sensors to enable the devices to
change color depending on the status of traffic lights, a wireless device capable of
controlling signals from 100 meters away. It was made of acrylic, light-emitting diode
(LED) lights, transmitters, accelerators, a gyroscope to measure incline, temperature
gauge, humidity and temperature sensors, relays, infrared sensors, and Arduinos. Their
project placed fourth in their category. They are a testament to their STEM education and
a representation of Costa Rica’s emerging global competition capacity.
Based on the literature review, surveys, interviews, and observation, it is evident
that policy, globalization, and attraction of MNCs have increased the use of STEM
curriculum and student participation in science fairs throughout the country.
Theme 2: There Is a Strong Momentum to Integrate STEM Education
The second theme that emerged from the data is that there is a strong momentum
and support to integrate STEM into education in order to grow Costa Rica’s human
capital and economy. Having attracted several MNCs to Costa Rica in the early 1990s,
CINDE’s hiring of the FIAS and subsequent decision to follow FIAS recommendations
to focus in four areas—power technologies, personal computer cards and surface-mount
technologies, system integration technologies, and call centers (Rodríguez-Clare,
2001)—proved beneficial in attracting Intel to Costa Rica in November 1996 (Nelson,
STEM, PBL, NATIONAL SCIENCE AND TECHNOLOGY FAIRS 110
2005; Rodríguez-Clare, 2001). CINDE’s 12-year experience with MNCs and focused
effort on FDI proved fruitful. The announcement by Intel to establish its plant in Costa
Rica in 1996 was a major win for Costa Rica. Intel’s initial investment in the country was
projected to be “somewhere between $300 to $500 million. By December 1999, it had
already invested $390 million and was employing more than 2,200 people with wages
much higher than the average wage in the manufacturing sector” (Rodriguez-Clare, 2001,
p. 319). Although Costa Rica already had an attractive environment for FDI, the decision
by Intel to establish a plant there had immediate economic benefits in FDI and jobs. In
2003, the export composition of Costa Rica shifted significantly and was much more
diversified at 28% electric and electronic, 24% perishable products, 13% textiles, 10%
precision, plastic, medical, 8% food products, and 17% other. Costa Rica achieved a shift
in its 60% perishable products economic model to one that was more diversified,
realizing achievement of the goal that was formulated just after World War I.
STEM and science and technology are seen as important to Costa Rica’s future. In
response to survey item 6, “STEM/science and technology fair participation is important
to the economic future of Costa Rica,” 25 Don Bosco teachers surveyed gave a positive
response. Figure 3 illustrates the responses to teacher/administrator survey item 6.
The theme of integrating STEM education in order to grow Costa Rica’s human
capital and economy was strongly supported in the interviews.
Speaking on behalf of policy and government officials, Sonia Mora Escalante,
Minister of Education in Costa Rica, said, “Science and technology is associated with
globalization with the world more than with one country.” Nathalie Valencia Chacón,
Coordinator of the National Science and Technology Fairs and Member of the Executive
STEM, PBL, NATIONAL SCIENCE AND TECHNOLOGY FAIRS 111

Figure 3. Responses to teacher/administrator survey item 6: “STEM/science and
technology air participation is important to the economic future of Costa Rica.”
Committee and Organizer of the National ExpoEngineering Fair, stated that “[they] hope
a high percentage of formal and nonformal education to have a tendency to technology
and scientific careers because there is a great necessity to have more scientists and
engineers to increase the country and zone development.” Silvia Arguello Vargas,
Human Capital Director of the Ministry of Science and Technology and
Telecommunications, concurred, “[They] are different from the rest of the countries in
Central America and have more specializations in science and technology.” She
continued, “If we want to generate an economy based in knowledge, then we have to
make a bet on our students now, the ones who are moving us ahead.” Dr. Alicia Fonseca
Elizondo, National Assessor of MEP, reemphasized the momentum and support of
integrating STEM into Costa Rica’s curriculum:
Almost all of the specializations in all fields that are in demand by the business
sector require math and science. . . . If the business sector needs engineers,
precision mechanics, information systems, electro-mechanical, all of them require
STEM, PBL, NATIONAL SCIENCE AND TECHNOLOGY FAIRS 112
science, they require math. Undoubtedly, we cannot distance ourselves, they are
completely aligned.
Stressing the importance of STEM education from the business leader’s
perspective, Vanessa Gibson said:
[STEM] is the fuel of Costa Rica’s development, because we’re targeting, we’re
working hard as a country to attract more hi-tech companies and hi-tech
companies mean one thing, you need more engineers, you need more scientists,
you need more people aligned.
Dr. Franklin Chan Diaz, CEO of Ad Astra, astronaut, and national hero of Costa
Rica, said:
[Costa Rica] was a fully agricultural, totally agricultural country. Now, Costa
Rica has close to five million people that are interested in living well and having a
good standard of living. Good food, and all the good things. Agriculture will not
supply that. . . . Costa Rica needs to go into the field of high technology,
definitely, if it wants to become a first world country. No question about it.
Educational leaders also felt very strongly about the importance of STEM and its
role in the growth of Costa Rica. J. Emilio Fonseca C., Technology Coordinator at Don
Bosco, stated:
A company as Intel arrives [in Costa Rica] and before they arrive they start to
produce changes in the economy. They begin to mobilize objectives, completely.
Whey they arrive and get installed, their impact is very, very strong. Not only in
the economic situation and the amount of jobs that it generates, but also in their
projection in education.
STEM, PBL, NATIONAL SCIENCE AND TECHNOLOGY FAIRS 113
The Director of Don Bosco, Christian Jiménez Fonseca concurred:
If we continue with the tendency to strengthen STEM in 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 like a magnet to attract
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.
The students’ perspective also aligned positively to the theme that there is a
strong momentum to integrate STEM education in order to grow Costa Rica’s human
capital and economy. In response to survey item 2, “Participation in the science and
technology fair has had a positive effect on my life,” 158 Don Bosco students agreed.
Figure 4 illustrates the responses to student survey item 2.

Figure 4. Responses to student survey item 2: “Participation in the science and
technology fair has had a positive effect on my life.”
During a Skype interview José Eduardo Vargas Solis, a former Intel ISEF student,
expanded on how STEM has had a positive impact on his life:
STEM, PBL, NATIONAL SCIENCE AND TECHNOLOGY FAIRS 114
In the past, Costa Rica was known for exporting a lot of raw materials like coffee
and fruit. Right now we are seeing that Costa Rica has a lot of capacity in
engineering. Now, the universities are opening more places for technologies, and
each time more and more technologies. For example, in the Instituto Tecnologico
(TEC), where I am studying, they opened Computer Engineering that is a new
engineering that is a mix of electronics and computing. Then, they also opened
Mechatronics, Biotechnology, and they are going to open Aviation Mechanics.
. . . They are trying to place combined engineering or different engineering fields.
This is truly going to help a lot because even more now the country is trying to
make us more interested in science and technology.
José Alberto Soto Pazzani, father of former Intel ISEF student José Pablo Soto
Alvarado, concurred with the theme’s findings:
There are three pillars of the world now: science, technology, and math. That is
why the world has advanced so much in such a short period of time in computer
science, in technology and everything related to math. I think that a country that
doesn’t focus on that will end up isolated on a mountain. I think that education is
strong in Costa Rica, very few people haven’t finished school, and I feel it’s very
important that teachers and the government get involved in this because this is
what is going to make us move forward, we will be able to export our brains,
right?
The literature review and the data collected via surveys and interviews strongly
supported a strong momentum to integrate STEM education in order to grow Costa
Rica’s human capital and economy.
STEM, PBL, NATIONAL SCIENCE AND TECHNOLOGY FAIRS 115
Discussion of Results for Research Question 1
In response to the first research question, the surveys of teachers and students
showed a positive attitude toward STEM education and science fairs. All stakeholders
were aware of policy and its influence on curriculum that has positively affected
participation in science fairs by students. As a result, there is increased interest and
motivation on behalf of all stakeholders regarding the importance and relevance of STEM
curriculum in growing Costa Rica’s human capital and economy to improve its people’s
future.
Results for Research Question 2
Research Question 2 asked, How has mandating participation in the national
science and technology fair influenced implementing of 21st-century skills through the
use of PBL and technology by teachers across all curriculum areas? How has this use
influenced curriculum and instruction? Wagner (2008, 2012) identified 21st-century
skills as critical thinking and problem solving, collaboration and leadership, agility and
adaptability, initiative and entrepreneurialism, effective oral and written communication,
the ability to access and analyze information, the ability to use curiosity and imagination,
and incorporation of play, passion, and purpose; Wagner’s model served as the
framework by which to analyze the data related to Research Question 2. The work by
Slough and Milam (2013) also was used to analyze STEM PBL, wherein:
the design of learning environments emphasizes (a) making content accessible,
(b) making thinking visible, (c) helping students learn from others, and (d)
promoting autonomy and lifelong learning. The learning sciences emphasize the
STEM, PBL, NATIONAL SCIENCE AND TECHNOLOGY FAIRS 116
importance of (a) pre-existing knowledge; (b) feedback, revision, and reflection;
(c) teaching for understanding; and (d) metacognition. (p. 15)
Clifton (2011) stressed the importance of job acquisition and the need to have
21st-century skills to be capable workers. Darling-Hammond (2010), P21 (2009), and
Wagner (2008, 2012) stressed the critical nature of integrating these 21st-century skills
into the curriculum and the importance of a shift in the current educational paradigm so
that students can be successful in the ever-changing global world. In that vein, Morgan et
al. (2013) noted the importance of 21st-century skills in preparing students for jobs that
may not be in existence now.
Through data collection in response to Research Question 2, two themes emerged.
First, 21st-century skills and the use of PBL and technology by technical teachers have
increased, although not equally in the academic areas where instruction is still traditional.
Second, the mandate has offered opportunities for all students to participate in the fairs,
but fairs are still part of the extra curriculum and not part of the mainstream curriculum.
Therefore, students who participate in the fairs acquire 21st-century skills but not all
students in the country participate.
Theme 1: 21st-Century Skills and PBL Have Increased, Although Not Equally in All
Curriculum Areas
Twenty-first century skills and the use of PBL and technology by teachers have
increased, although not equally in the academic areas where instruction is still traditional.
Bender (2012) identified PBL as a method to teach 21st-century skills to K–12 students,
with roots in the 19th century originating from Dewey (1916). In PBL, students are given
authentic experiences and experience meaningful learning while integrating various
STEM, PBL, NATIONAL SCIENCE AND TECHNOLOGY FAIRS 117
educational subjects. Through this method, students learn to be self-reliant, enhance their
collaboration skills, increase their intrinsic motivation, use technology to enhance their
creativity, make real-world connections, and become productive members of society
(Bell, 2010).
The infusion of STEM into PBL has integrated engineering design principles into
students’ learning. Capraro and Slough (2013) stated that the integration of STEM into
PBL helps students to make connections to what STEM professionals do in their actual
jobs. Morgan et al. (2013) identified an engineering design process that is comprised of
seven steps: (a) identify the problem and constraints, (b) conduct research, (c) ideate, (d)
analyze ideas, (e) build, (f) test and refine, and (g) communicate and reflect. As students
practice these steps, they are integrating and executing the 21st-century skills that
Darling-Hammond (2010), P21 (2009), and Wagner (2008, 2012) identified as critical to
integrate into instruction.
Since Don Bosco is a technical private subsidized high school, the results were
somewhat surprising. There is some ambiguity regarding 21st-century skills among
teachers at Don Bosco. In response to survey item 2, 15 of the 30 teachers surveyed at
Don Bosco gave a neutral response to “STEM curriculum promotes 21st-century skills
such as critical thinking, collaboration, and communication needed for participation in
the science fair.” In response to item 11, “The science fair has positively increased the
use of Project Based Learning (PBL),” 20 teachers were more positive. Figure 5
illustrates the responses to survey items 2 and 11.
STEM, PBL, NATIONAL SCIENCE AND TECHNOLOGY FAIRS 118

Figure 5. Responses to teacher/administrator survey item 2 ,“STEM curriculum promotes
21st-century skills such as critical thinking, collaboration, and communication needed for
participation in the science fair” and survey item 11, “The science fair has positively
increased the use of Project Based Learning (PBL).”
The theme that 21st-century skills and the use of PBL and technology by teachers
have increased, although not equally in the academic areas where instruction is still
traditional, was reiterated throughout the interviews.
In support of 21st-century skills and the use of PBL and technology, Johnnatan
Andrés Monge Sandoval, former General Coordinator of the National Science and
Technology Fair and representative of the UCR at the Science and Technology Fair,
stated:
The teaching of sciences before the science and technology fairs was very linear
in content of transmission in one direction, where the most important thing was
memory, and concept retention than the development of abilities to be able to
understand the concepts. From these concepts overall because the fairs look for
emphasis on teaching through discovery, through development of projects
STEM, PBL, NATIONAL SCIENCE AND TECHNOLOGY FAIRS 119
influenced by constructivism and socio-constructivism as pedagogical paths has
generated important variations in concepts of science teaching—we’re talking
about pre-school up to the last level of high school. So, there have been
significant changes to improve teaching process because they want to have a
change in the teaching by memory, a teaching of one directional transmission of
knowledge to a process in which skills are developed so that people can have the
capability to develop abilities in reasoning, the capacity to think and resolve
issues, pose questions and eventually formulate projects from these, or types of
solutions, or some type of product.
There is awareness of the value of 21st-century skills and the need to improve the
curriculum in all areas. Cecilia Calderón, National Primary School Assessor with MEP,
addressed the subject of 21st-century skills and indicated that they are working on a
project where 21st-century skills are being incorporated into an initiative. However, she
stated, “[They] are in the process of developing, [they] are in the intermediate stage of the
initiative.” She also stated:
Since 2011, the Ministry of Science, the Ministry of Education, has been
participating in this initiative called “Assessment and Teaching of 21st Century
Skills,” which [they] call ATC 21, which promotes students to work
collaboratively, to acquire literacy in communication technologies that may have
a local and global awareness which are necessary at this time, and other skills
such as innovation.
Vanessa Gibson, Director of Post-Establishment at CINDE, stressed the disparity
identified in this theme between the technical and the academic sides of the curriculum:
STEM, PBL, NATIONAL SCIENCE AND TECHNOLOGY FAIRS 120
Students are still lacking development of certain soft skills that help them develop
all of the package that they need. As I said, it is not well linked so they have a
great idea, they were able to achieve it from a technical perspective, but they still
need to integrate that with a broader concept, leadership. Even the way they’re
able to present their projects, their communication skills, basic communication
skills by the way.
Mary Helen Bialas, former Director of Educational Outreach for Intel CR,
concurred with Ms. Gibson and noted the need for 21st-century skills and PBL in teacher
instruction:
In 2012, [technical high schools] integrated that they have to have projects. Thirty
percent of the students’ grade is having a project. . . . You’ll see with the
technology fairs . . . with the engineering fair . . . that the kids . . . it’s more like a
50/50 and sometimes 75, in the classroom.
Ms. Bialas gave her critique of the need for improvement:
Most teachers do not have scientific methodology as a knowledge or a
background, especially the elementary kids. Frequently, we get stuck and stay
with library research, or a hypothesis that is something that we’re not going to
prove; we’re just going to look for background information on it. . . . Inquiry-
based skills should be integrated into the curriculum at primary school level and
that they should incorporate junior, middle-school, seventh or eighth grade into
participation of science fairs.
School leaders at Don Bosco expressed in their interviews a deep awareness of
the increase in 21st-century skills and PBL and their integration into the technology
STEM, PBL, NATIONAL SCIENCE AND TECHNOLOGY FAIRS 121
curriculum but noted a need for improvement. The school director, Christian Jiménez
Fonseca, stated that “fairs force the pedagogic system to move onto project-based
learning.” He added:
We have established that the student doesn’t have to just learn, he has to learn
how to learn. We have to take that step because everything changes so fast. . .
There is no longer time for a student to always have a teacher by his side to teach
him about the changes that are taking place. . . So, then, learning to learn is the
key to us because we feel that it is the competence we have to teach the kids today
due to the accelerated process that is inherent to technology. . . . It is the key
competence today in order to perform in this whirlwind that is technological
change.
In favor of PBL, Jose Fabian Garro, electronics teacher at Don Bosco and former
teacher of an Intel ISEF student, stated that the value at regional, local, or national fairs is
imparting “educational values in teamwork, improvement on investigation processes, and
critical thinking.” However, he noted that:
The educational model based in projects is a model that we still haven’t
established throughout the country. Maybe at the government level things will
move a little bit more slowly because it is mostly focused on a numerical aspect
more than in a project or a product or a competence, but we are definitely going
into that philosophy. I feel that maybe in 10 years we will be exploring PBL a lot
more.
STEM, PBL, NATIONAL SCIENCE AND TECHNOLOGY FAIRS 122
Alendro Loría Jiménez, Electronics Coordinator and former Intel ISEF student’s
teacher at Don Bosco, added that PBL has a “strong impact due to the time the kids
dedicate to make the project.” He added:
[Research] expands their knowledge. . . . It opens a horizon showing them that
there is more than it was taught in the classroom and that they also—with that
basic knowledge which we might have taught them and like with a—like with that
little spark of researching, of being perseverant, they can achieve more things.
Speaking about 21st-century skills from a students’ perspective, José Eduardo
Vargas Solis, a former Intel ISEF student from Don Bosco, concurred with Mr. Jiménez
Fonseca and Mr. Loría Jimenez, stating, “Sometimes there is information that they don’t
give us because they are things one has to investigate and realize them yourself.” He
expanded:
So, we didn’t just do the material given in class, but also researched on the
Internet, watched videos, got information from TV, and pages well recognized
like Discovery or things like that, that are important and continue to be up to date
with the technology because technology varies a lot. So, if one wants, in our case,
to improve the device we made, then we needed to be updated with all those
changes that were being made.
José Pablo Soto Alvarado, a former Intel ISEF winner and Don Bosco student,
recounted his experience with PBL in a group at Don Bosco:
We were three in the group. We split, each one had a . . . in my case I focused on
the heart, so I had to investigate as much as I could about the heart. My partner,
José David, researched the respiratory system, and my other partner, José
STEM, PBL, NATIONAL SCIENCE AND TECHNOLOGY FAIRS 123
Eduardo, researched everything that was related to body temperature. We started
researching parameters to measure those things. We asked our teachers, we went
to see doctors, we visited clinics and universities, and all that was a great help
during our investigation period.
José Pablo’s father, José Alberto Soto Pazzani, spoke positively about of PBL:
At Don Bosco, they are forced to work as a team since the first year. Of course,
there are many disagreements, but they have learned that each one has to make a
contribution as part of the group and they have learned to work together, realizing
that each one of them has a role to play. I like that very much, and they have
matured a lot.
Current Intel ISEF student Paolo Diaz shared, “While we’re doing the project, we
have to investigate outside, that’s the most rewarding. You leave there and you learn
something you wouldn’t have learned if you hadn’t done that.”
Nine observations were made during the research team’s visit to Don Bosco:
Grade 6 English as a Second Language (ESL), Grade 7 ESL, Grade 7 Artistic Design,
Grade 9 Mathematics, Grade 10 Technical Drawing (Drafting), Grade 10 Precision
Mechanics, Grade 11 Spanish, Grade 11 Software Development, and Grade 12 Tech Lab.
Six of those nine observations modeled 21st-century skills in the form of collaboration
and critical thinking: Grade 7 Artistic Design, Grade 9 Mathematics, Grade 10 Precision
Mechanics, Grade 10 Technical Drawing (Drafting), Grade 11 Software Development,
and Grade 12 Tech Lab. In the classrooms where collaboration and critical thinking were
observed, the teacher acted more as a facilitator and was available to answer student
questions. Otherwise, the students were engaged and focused on their tasks.
STEM, PBL, NATIONAL SCIENCE AND TECHNOLOGY FAIRS 124
At the 2014 Intel ISEF in Los Angeles, I observed two current Intel ISEF winners,
José David Porras Solano, and Paulo Andrés Diaz Hernandez, as their project was being
judged on May 14, 2014. The students exemplified critical thinking and problem solving
when their project failed to work after their lunch break. They worked through the
problem while answering questions from a visiting judge, which demonstrated their
agility and adaptability. During the entire day, both students discussed and decided on
best ways to present and showcase their project prior to the judges’ appearance. Also,
after each judge’s visit, they modified their presentation according to what they had
learned from that judging experience. Paulo shared with a judge a software program that
he used on his laptop. He turned on his laptop, did a search, found it online, and showed
it to the judge. Both students demonstrated effective oral and written communication
skills. They modified their presentation from a well-rehearsed presentation to one that
was more streamlined to fit the needs of the moment. They handled difficult questions
from professional judges about their technology and electronics. They accepted critique
and suggestions with modesty. When there were no judges at their booth, they
demonstrated curiosity and imagination by visiting booths and asking questions of their
peers. Their questions focused electrical and technology concerns pertaining to frequency
waves and Arduino.
Based on the literature review and results from the surveys, interviews, and
observations, the theme of an increased in 21st-century skills and the use of PBL and
technology by teachers was supported. However, it should be noted that the academic
areas instruction was still traditional.
STEM, PBL, NATIONAL SCIENCE AND TECHNOLOGY FAIRS 125
Theme 2: Opportunity for Science Fair Participation by All Students Has Increased
But It Is Not Yet Integrated Into the Main Curriculum
The mandate has presented opportunities for participation in fairs by all students,
but it is still part of the extra curriculum and not part of the mainstream curriculum in
public schools. Therefore, students who participate in the fairs acquire 21st-century skills,
but not all students in the country participate. According to the literature, from 2006 to
2008, after the 2004 national mandate, the science curriculum was integrated, an
engineering fair was started, and 3,400 schools participated, which amounted to more
than 50% of all students participating in science fairs (Valencia, 2009; Valencia Chacon
et al., 2012). The increase was noticeable but not countrywide.
Again, teachers gave a less-than-stellar response regarding the preparation of
students for science fairs. In response to survey item 10, the 30 teachers surveyed at Don
Bosco gave an overall neutral response to survey item 10, “Schools are preparing
students well for the science fair.” Figure 6 illustrates the response to survey item 10.

Figure 6. Responses to teacher/administrator survey item 10, “Schools are preparing
students well for the science fair.”
STEM, PBL, NATIONAL SCIENCE AND TECHNOLOGY FAIRS 126
In the interviews with policy/government officials, the theme of the mandate
opening up opportunity for participation in fairs by all students was present, but many
noted that fairs are part of the extra curriculum and not part of the mainstream
curriculum. Luis Andrés Loría Calderon, General Coordinator of the National Science &
Technology Fair, explained it:
Most of the population is gathered in the center, in the greater metropolitan area,
and the people who live outside didn’t even know that these processes existed.
After the decree, the fair started reaching other places so then, since then, you can
say that the fair, because of the mandatory participation, has allowed people from
faraway regions and limited resources to come here and present their ideas.
However, he also stated:
The fair is worked simultaneously. It is not worked within the curriculum, but it is
rather an extracurricular activity. So, then the teachers that are involved are
because they really like it. If someone has never tried it and they become
involved, they stay there.
He likened participating in the fair as opening the opportunity to all, such as participating
in an art fair, even though not all choose to participate.
Sylvia Arguello Vargas, Human Capital Director of the Ministry of Science and
Technology and Telecommunications, stated, “We have the problem that fairs are not in
the curriculum.”
From the point of view of business leaders, Vanessa Gibson, Director of Post-
Establishment at CINDE, described it as “just an externality. The fairs are just something
STEM, PBL, NATIONAL SCIENCE AND TECHNOLOGY FAIRS 127
that’s happening by itself, with its own life, but not necessarily already embedded in the
system.” She noted that:
In the technical high schools, the good thing of technical high school it is part of
their day to day. That’s where I see the advantage, that’s the way I justify why the
Don Bosco School has been such a successful high school. They participate, I
think they’ve been selected year in and year out at all of the fairs, and the cycle
that they have is structured and the rest of the other technical high schools should
emulate that.
Mary Helen Bialas, former Director of Educational Outreach for Intel CR, said:
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 is has impacted is the teacher’s teaching practices, or
the schools’ organizational practices, to get it done.
Educational leaders also noted the difference in curriculum structures between
public and private schools. Christian Jiménez Fonseca, Director of Don Bosco, said:
At an educational level as a country, the change in the curriculum of the scientific
areas is not as fast as it is sometimes required. . . . We all know that the
curriculum established by the Ministry of Education only complies with the
minimum, right? From there, anything that the teacher wishes to contribute will
depend on [their] motivation.
Carlos Acosta, a former Intel ISEF student’s teacher and current Don Bosco
teacher, supported this difference in curriculum:
STEM, PBL, NATIONAL SCIENCE AND TECHNOLOGY FAIRS 128
I believe that most of the public schools have a lot of difficulty. When there is a
really good project, it’s because there was a student who was very persistent.
Because the teachers can’t, there isn’t a structure in the schools; there isn’t a
structure to be able to work like you do here in Don Bosco.
Conversations with former Intel ISEF students illustrate this theme from a
student’s perspective. José Eduardo Vargas Solis said:
In the school I was from 2001 to 2006, the scientific fair started in 2004, and it
started to become stronger when I was finishing sixth grade in 2006. Then, when I
was in the process, the scientific fairs didn’t have a big turnout. But in Don
Bosco, since it has a more solid foundation, then obviously there is a lot of change
from what a real scientific fair is.
José Pablo Soto Alvarado, a former Intel ISEF student, shared his observation
regarding growth in participation by students in science fairs:
I have noticed that students are encouraged to participate much more than before.
In the past, the participation in this type of fairs was done more as an obligation. I
also think that the government, through the Ministry of Science and Technology,
has done a great effort to motivate the students.
Current Intel ISEF student Paolo Diaz shared that he has seen Costa Rican high
schools switch from academic to technical colleges. He explained that this change has
come about because of mandates that high schools participate in fairs:
While volunteering at the 2014 Intel ISEF competition in Los Angeles, I met and
observed the 11 Costa Rican students who competed from high schools throughout the
country, referred to there as college: Colegio Técnico Professional Don Bosco, Colegio
STEM, PBL, NATIONAL SCIENCE AND TECHNOLOGY FAIRS 129
Técnico Profesional Monseñor Sanabria, Colegio Científico de Costa Rica, Liceo
Académico de Sixaola, and Colegio Técnico Profesional Santa Lucía. Only one of these
high schools (Sixaola) is not a science or technology high school. This observation
provided evidence that the 2004 mandate has offered opportunities for participation in
fairs, although the fair is still part of the extra curriculum and not part of the mainstream
curriculum in public schools; thus, public schools are not highly represented. As the
Director of Don Bosco observed, the process is slow.
Based on the literature review, responses to surveys and interviews, and
observations, the mandate has opened opportunities for participation in fairs by all
students but it is still part of the extra curriculum and not part of the mainstream
curriculum in public schools. Therefore, students who participate in the fairs acquire
21st-century skills but not all students throughout the country participate.
Discussion of Results for Research Question 2
In response to Research Question 2, the surveys from teachers and students
identified areas that need attention. There were many neutral responses. The interviews
with stakeholders showed strong support for 21st-century skills and the use of PBL along
with awareness that more work must be done. Participation in the fairs has been
guaranteed by the mandate and students who participate in the fairs acquire 21st-century
skills and practice PBL but not all students throughout the country participate. Also, since
the fairs are still part of the extra curriculum, not all teachers and students are
experiencing the benefits that students who participate in the fairs acquire. There are
areas of improvement aimed at a more equitable education for all students in Costa Rica,
but the momentum is in place.
STEM, PBL, NATIONAL SCIENCE AND TECHNOLOGY FAIRS 130
Results for Research Question 3
Research Question 3 asked, How has the national science and technology fair
policy changed the value for STEM education for students, teachers, and educational
leaders? Since Costa Rica diversified and shifted its economic model from an
agriculture-dependent model, it has become more competitive in the world economy
(Rodriguez-Clare, 2001). Intel has been a leader in establishing a variety of jobs and
attracting other MNCs to establish in Costa Rica (Nelson, 2005; Rodriguez-Clare, 2001).
Educational programs for training people in technological fields have also been
established. Because the student population in Costa Rica did not include high levels of
technically trained graduates and there were gaps in general competencies in physics and
chemistry in the 1990s, Intel helped to enhance curriculum and offered a series of
programs to increase the number of graduates with proficiencies in technology (World
Bank Group, 2006).
Costa Rica had been making shifts in the educational system in the 1990s through
Law 7169, which was enacted to stimulate student creativity, investigative spirit, and
scientific thinking and abilities in the fields of science and technology (MICITT, 2014).
The law stimulated formal organization of NSFs. In 1999, an NSF was affiliated with the
ISEF and the first three regional fairs were held. In 2004, National Decree No. 31900
MEP-MICIT was issued and science and technology fairs became mandatory and
incorporated in the national school calendar (Valencia Chacon et al., 2012). To date,
there has been a substantial interest in science fairs (Valencia, 2009).
STEM, PBL, NATIONAL SCIENCE AND TECHNOLOGY FAIRS 131
In response to this research question, one theme emerged from the data: The
students, teachers, and educational leaders in Costa Rica place a high value on STEM
education.
Theme: There Is High Value on STEM Education Throughout Costa Rica
In response to survey item 15, 25 of the 30 responding teachers at Don Bosco
indicated a positive response to the item: “STEM education is important.” From the
students’ point of view and in response to item 14, “STEM education and the science and
technology fairs are important to the future of Costa Rica,” 160 of the 168 students
surveyed gave a strongly positive response. Figure 7 illustrates the responses to teacher
survey item 15 and student survey item 14.

Figure 7. Responses to teacher/administrator survey item 15 and student survey item 14
regarding the importance of STEM education.
All eight policy/government officials who were interviewed stated that STEM
education is important to Costa Rica. Sylvia Arguello Vargas, Human Capital Director of
the Ministry of Science and Technology and Telecommunications, stated that:
STEM, PBL, NATIONAL SCIENCE AND TECHNOLOGY FAIRS 132
STEM is a very important investment to Costa Rica. The army was abolished and
now we invest all the money we don’t use in military expenses in education. Well,
STEM is a great investment. We can see education rates, and I can tell you Costa
Rica is an example in Latin American in relationship to human talent. The area of
science, technology, engineering and mathematics too, is very important to us
because we not only want an economy based in knowledge. We also need a good
base in these areas because these allow people to develop analytical thinking in
every job or profession, critical thinking, how to face and find solutions to a
problem.
Business leaders who were interviewed agreed that STEM education is extremely
important to Costa Rica. Vanessa Gibson said:
100%. For a country like Costa Rica again, based on the fact that we are able to
survive based on the talent of people. With trends of the global economy,
definitely first education and second is developing a system that is clear in the
STEM system.
All six school leaders who were interviewed agreed that STEM education is
important. The Director of Don Bosco, Mr. Jiménez Fonseca, said:
To tell the truth, what is really important for us is the comprehensive model that
we are trying to offer for the formation of the students we have. What has been
key to us is having seen how to link the technical specialty with the competencies
that are acquired at an academic, scientific, and artistic level. This achieved
interdisciplinary approach makes the students exploit their creativity a lot more,
STEM, PBL, NATIONAL SCIENCE AND TECHNOLOGY FAIRS 133
and have a much greater appreciation for the lessons they receive along their
entire courses, understanding that in the end it is all a part of something.
All of the students and both parents who were interviewed agreed that STEM
education is important. José Pablo Soto Alvarado stated that:
My personal opinion is that it is very important because all of the processes allow
you to see the world and the future in a different way. You have a new
perspective regarding what you want to do in your life and how you want to
develop. They help you open your mind.
Based on the literature review and responses to the surveys and interviews, there
is a high value placed on STEM education by policy/government officials, business
leaders, educational leaders, students, and parents.
Discussion of Results for Research Question 3
The emergent theme for Research Question 3 was a high value placed on STEM
education by all participants. All stakeholders connected their country’s future growth to
their human capital and the need to have their citizens acquire STEM and 21st-century
skills to compete in a global economy and have citizens ready for the jobs of the future.
Chapter Summary
The small country of Costa Rica, with a population little more than that of Los
Angeles and a literacy rate of 96.2% (CINDE, 2013b), has enacted policy, entered the
global market, and increased the use of STEM curriculum and student participation in
science fairs throughout the country. These actions reflect a strong momentum to
integrate STEM education in order to grow Costa Rica’s human capital and economy.
STEM, PBL, NATIONAL SCIENCE AND TECHNOLOGY FAIRS 134
It is clear that the country is still changing and growing. The national student
mandate of participation in the national science and technology fairs has indeed
influenced implementation of 21st-century skills through the use of PBL and technology
by teachers, although not equally in all academic areas, as some instruction is still
traditional. However, the mandate has opened opportunities for all students to participate
in the fairs, despite it being part of the extra curriculum and not part of the mainstream
curriculum. Students who participate in the fairs acquire 21st-century skills, but not all
students in the country participate, creating some inequity. Nevertheless, a high valuation
of STEM education is seen throughout the country, accompanied by the desire to
implement it into the national curriculum.
STEM, PBL, NATIONAL SCIENCE AND TECHNOLOGY FAIRS 135
CHAPTER 5: SUMMARY, RECOMMENDATIONS, AND CONCLUSIONS
Costa Rica has been proactive in the desire to have a knowledge-ready workforce
ready for the potential careers in the decades ahead. Since the early 1980s, Costa Rica has
undergone many changes due to economic, political, and educational factors (Nelson,
2005). In order to compete in an evolving global market, a new economic strategic plan
was implemented to attract high-technology FDI. MNCs have brought new job
opportunities that require educational institutions to produce more knowledge-ready
employees. Schools now face the challenge of helping students to develop 21st-century
skills in STEM to prepare the next generation of the country’s workforce (Nelson, 2005;
OECD, 2012; Rodríguez-Clare, 2001; World Bank Group, 2006).
In a 6-year global data collection effort, Jim Clifton, Chairman of Gallup, cited a
new body of behavioral economic data that represented the opinions of the world’s seven
billion inhabitants called the World Poll, created in 2005 (Clifton, 2011). In this poll,
inhabitants of more than 150 countries were interviewed. Results showed that what the
world wants is not love, money, food, shelter, safety, or peace; rather, those inhabitants
want good jobs. People want their children to have good jobs with 30+ hours of work a
week. Based on these data, Clifton argued that superintendents and university presidents
should think beyond curricula and graduation rates, focusing instead on how to provide
for graduates the right skills to acquire the jobs that they desire.
The 21st century has brought unexpected changes, economically, socially, and
educationally. Many school leaders and the general public are unfamiliar with
globalization and this unfamiliarity has created fear. School leaders must clearly
understand globalization and its impact on schools and universities to be prepared for
STEM, PBL, NATIONAL SCIENCE AND TECHNOLOGY FAIRS 136
these changes. There is a need to become proactive in designing curricula and programs
to prepare students to meet the needs of the 21st century and the future. Costa Rica,
having entered the global market and growing at an annual growth of 10.4% GDP since
2002 (CINDE, 2013b), provided a good case study on managing these changes.
The purpose of this study was to examine the influence of globalization, FDI, and
MNCs on curricula and practices in schools. The study also examined the methodologies
that educators in Costa Rica are using to build human capital and to prepare students for
21st-century jobs, particularly in the STEM fields.
Three research questions aligned with the statement and purpose of this study
guided the study.
1. To what extent do teachers implementing STEM curriculum trace their
practices back to the influence of policy, globalization, and MNCs? To what extent are
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 21st-century skills through the use of PBL 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 study used a qualitative approach. Surveys, interviews, and observations
were designed with the understanding that the research questions would be addressed by
collecting first-hand information from policy and government officials, business leaders,
school leaders, current and former students, and their parents. These qualitative data
STEM, PBL, NATIONAL SCIENCE AND TECHNOLOGY FAIRS 137
provided rich information that led to understanding the impact of policy and curriculum
and instruction on students’ acquisition of 21st-century skills through use of PBL and
participation in science fairs in Costa Rica (Maxwell, 2005; Merriam, 2009).
This case study focused on CEDES Don Bosco, a technical private subsidized
high school located in Concepción de Alajuelita, with a student population of more than
2,000 low-income students in the third and fourth cycles of their education (Grades 7–12)
residing in the area where the school is located. Participants were policy and government
officials, business leaders, school leaders, current and former students, and their parents.
The research team designed protocols that included questions to help the team and
the researcher to understand how the presence of MNCs has influenced the curriculum in
the Costa Rican educational system, how PBL or other instructional strategies have been
incorporated in the educational settings to teach 21st-century skills, and in what ways the
science and technology fair initiative has influenced interest and involvement in STEM.
All of the protocols (Appendices B through I) were aligned to the study’s three research
questions and theoretical frameworks.
Data from interviews were transcribed, translated, and analyzed for patterns and
themes related to the research questions. The comments of the interviewees were
carefully considered and synthesized in an effort to capture the voices and experiences of
the interviewees. Observation notes were coded and analyzed to find patterns and themes
related to the research questions (Merriam, 2009).
The scope of this research study was limited. This case study was designed to
identify how globalization, FDI, and MNCs have influenced curriculum and instruction
in Costa Rica through incorporation of STEM PBL and 21st-century skills by
STEM, PBL, NATIONAL SCIENCE AND TECHNOLOGY FAIRS 138
participating in national science fairs. The study took place mainly at Don Bosco. The
depth of the data collection was contingent on the degree of access that school officials
granted the researchers.
During the scheduled visit to Don Bosco on Wednesday, June 18, 2014, the
research team was informed that, due to a recent strike and potential nonpaid day for the
teachers, the school would close at 11:00 a.m. This would reduce available time for data
gathering (surveys, observations, interviews) from a full day to 2 hours. Interviews were
begun immediately. During the first interview, news came that the budget situation had
been resolved and school would be held as usual. These changes in schedule may have
affected the teachers and students.
Another potential influence on data collection was insistence on the part of the
director of the academic department to distribute the surveys to the teachers and students,
instead of this being done by the research team. The result was that the survey was
administered mainly to academic teachers. In light of this incomplete distribution, it was
arranged for the technical coordinator to distribute the survey to the technical teachers,
and those completed surveys were collected 2 days later. These arrangements may have
skewed the results of the survey.
During the research team’s time in Costa Rica, the country experienced a unique
national phenomenon as it was involved, for the first time ever, in the quarterfinals of the
World Cup. There was a palpable energy throughout the country, with anticipation and
excitement. During study observations, some teachers allowed students to watch the
soccer matches. On the last day of study interviews, Costa Rica played a very important
match against Italy. The President of the country allowed all government offices and
STEM, PBL, NATIONAL SCIENCE AND TECHNOLOGY FAIRS 139
services to close during the time scheduled for the game. The World Cup took over the
entire country. Costa Rica subsequently won, and the entire country celebrated on the
streets. This unusual circumstance led to cancellation of interviews. Therefore, the
generalizability of the findings is limited to institutions with similar experiences.
However, the case study provided in-depth and “rich, think description [to] facilitate
transferability” (Merriam, 2009, p. 234) of information that may be applied in similar
institutional contexts.
Key Findings
Key findings from the data reported in Chapter 4 are discussed in order of
research question and in light of the literature. The first finding was that all stakeholders
were aware of the new policies of STEM education and their influence on curriculum. As
a result, STEM education and its influence on the curriculum have been emphasized and
increased, especially in technical schools. The second finding was that PBL and 21st-
century skills are evident in the schools that participate in the science fairs, but science
fairs are still extracurricular and therefore this educational opportunity is not available to
all students. The third finding was that all stakeholders understood that Costa Rica’s
future growth is dependent on their human capital and recognized the need to incorporate
STEM and 21st-century skills into the curriculum throughout the country to guarantee
equitable education of all its citizens.
The first finding was that all stakeholders in this study were aware of the new
policies of STEM education and its influence on curriculum. As a result, there is
increased interest and motivation on the part of all stakeholders regarding the importance
and relevance of STEM curriculum in growing Costa Rica’s human capital and economy
STEM, PBL, NATIONAL SCIENCE AND TECHNOLOGY FAIRS 140
to improve its people’s future. This finding correlates with the literature that states that
Costa Rica has prioritized education (Biensanz et al., 1999; Mitchell & Pentzer, 2008),
has diversified its economy to attract MNCs into the country (World Bank Group, 2006),
and has been introspective and forward thinking in growing its knowledge-ready
workforce to include STEM careers that have been identified as the careers of the future
(Cordero & Paus, 2008; Nelson, 2005; Rodriguez-Clare, 2001; Valencia, 2009; Valencia
Chacon et al., 2012; World Bank Group, 2006).
Through this finding, it is confirmed that STEM education and its influence on the
curriculum have been emphasized and increased as a result of policy, especially in
technical schools. Schools that are integrating science fairs and PBL into their curriculum
in schools such as Don Bosco show positive attitudes. Also, students who are modeling
21st-century skills through their science projects have positive outcomes in the various
levels of science fairs and express interest in pursuing STEM careers to improve their
lives and their country. However, while there has been greater emphasis on STEM
education and PBL through policy by the 2004 national science and technology fair
mandate, there are still variations in implementation of this mandate throughout schools
in Costa Rica.
The second finding was that PBL and 21st-century skills are evident in the
schools that participate in the science fairs but science fairs are still extracurricular and
therefore the educational opportunity is not available to all. Stakeholders have
demonstrated strong support for 21st-century skills and the use of PBL, along with
awareness that there is still room for improvement and that more work must be done.
Participation in the fairs is guaranteed by the mandate and students who participate in the
STEM, PBL, NATIONAL SCIENCE AND TECHNOLOGY FAIRS 141
fairs acquire 21st-century skills and practice PBL, but not all students participate. Also,
since the fairs are extracurricular, not all teachers and students are experiencing the
benefits that students who participate in the fairs acquire.
There are areas of improvement aimed at a more equitable education for all
students in Costa Rica, and momentum to make it more inclusive throughout the country
is in place. According to Spring (2009), the world educational culture is one in which
countries adopt a Western model of education and create a global uniformity of schooling
that provides entrance into the global economy. The school that was the focus of this case
study, Don Bosco, is an example of this world educational culture. The uniformity of its
curriculum has allowed many Don Bosco students to be part of the international science
fairs and to be the example of a successful program. Don Bosco has a curriculum and
science fair program that others in the country are trying to emulate.
This curriculum reflects the work of Capraro and Slough (2013) that emphasized
giving students authentic experiences to acquire meaningful learning while integrating
various educational subjects in the conduct of a project. Work by Slough and Milam
(2013) on the STEM PBL framework was evident in the projects that students created in
which the learning sciences were emphasized and students illustrated “(a) pre-existing
knowledge; (b) feedback, revision, reflection; (c) teaching for understanding; and (d)
metacognition” (p. 15). The technical students at Don Bosco readily model and illustrate
their 21st-century skills and PBL described by Bell (2010). Bell suggested that students
learn to be self-reliant, use enhanced collaboration skills, increase their intrinsic
motivation, use technology to showcase their creativity, make real-world connections,
STEM, PBL, NATIONAL SCIENCE AND TECHNOLOGY FAIRS 142
and learn to be productive members of society—all unmistakably illustrated by projects
in the science fairs.
Valencia (2009) noted that science fairs have grown exponentially since the
national mandate in 2004, but participation has not been implemented across the country
completely. The lack of full participation was evident at the visited school site when
comparing the academic and technical sides of Don Bosco. Within this single school,
there was evidence that one side was working on a traditional teacher-student model
while the technical side was incorporating STEM PBL and 21st-century skills into their
curriculum. Also, all stakeholders noted that students who are not in technical colleges
may not have the same opportunity to participate because the science fairs were
extracurricular, not part of the main curriculum. The lack of equitable educational
experience was recognized by Monge-González and González-Alvarado (2007), who
noted that employers were dissatisfied with their employee’s problem-solving skills,
scientific and mathematical skills, business administration skills, and foreign language
skills. These employees may not have been students who attended technical schools or
schools where students did not participate in the science fairs.
The third finding was that all stakeholders understand that Costa Rica’s future
growth is dependent on human capital and that there is need to incorporate STEM and
21st-century skills into the curriculum throughout the country to guarantee equitable
education of all its citizens. In the survey and interviews, all stakeholders connected their
country’s future growth to their human capital and the need to have their citizens acquire
STEM and 21st-century skills to compete in a global economy and have citizens ready
for the jobs of the future. Beginning with efforts by CINDE to attract MNCs to the
STEM, PBL, NATIONAL SCIENCE AND TECHNOLOGY FAIRS 143
country to establishment of Intel’s first plant in Costa Rica (CINDE, 2013b), Costa Rica
has moved from a primarily agriculturally based economy to a more diversified
knowledge-based economy with a GDP of $45.10 billion in 2012 (World Bank, 2014a),
unanimous support of implementation of STEM, and participation in science fairs by
business leaders, government leaders, educational leaders, teachers, students, and parents.
Implications for Practice
The socioeconomic conditions of a country such as Costa Rica have been greatly
improved by diversification of the economy, moving away from being solely focused on
their agriculture and moving into the electronics sector (World Bank Group, 2006). The
partnership with government leaders, educational leaders, and their focused attention on
educating their citizens have helped Costa Rica to become part of the global economy,
especially through successful attraction of MNCs such as Intel. Now that the country’s
leaders are making concerted efforts to help their students to acquire 21st-century skills,
they should make sure that plans are in place to train current and incoming teachers on
methods that can facilitate students’ deep learning of these skills. Two recommendations
are presented: (a) Make necessary changes in current and incoming teacher training on
STEM PBL and the process of taking part in science fairs, and (b) incorporate
participation in science fairs into the main curriculum throughout the country.
The first and second findings revealed that all stakeholders were aware of the new
policies of STEM education and their influence on curriculum. As a result, STEM
education and its influence on the curriculum have been emphasized and increased as a
result of this policy, especially in technical schools that participate in science fairs. Based
on these findings, the first recommendation relates to current and incoming teacher
STEM, PBL, NATIONAL SCIENCE AND TECHNOLOGY FAIRS 144
training. Teachers must be trained on what 21st-century skills are and on inclusion of
various pedagogical methodologies that can make these 21st-century skills part of a real
student experience. Here is where STEM PBL can be introduced. A series of ongoing
professional development sessions for practicing teachers and classes for training future
teachers on these skills and methodologies would be beneficial. STEM PBL is not
necessary geared only toward the science fields; it can also be integrated into academic
courses. Facets of PBL and how it can be incorporated into the curriculum should be
modeled to teachers to provide concrete examples of how to integrate it into classroom
lessons. Professional development workshops and teacher training should be offered
throughout the country in both urban and rural areas so that all students can reap the
benefits of this new focus, not just in schools with technical backgrounds. Teachers
should be allowed to have mentor teachers, perhaps those who have had success in
projects in prior science fairs. These mentors would be a positive addition to the teachers’
support network.
PBL and 21st-century skills are evident in students who participate in the science
fairs but science fairs are still extracurricular and therefore available to all students. In
order to address inclusion of STEM PBL and acquisition of 21st-century skills by all
Costa Rican students, the second recommendation is to incorporate science fair
participation into the main curriculum. The fact that the 2004 mandate put into place the
integration of science fairs into a curriculum is positive, but it should be moved from
extracurricular status to part of the main curriculum. Incorporating these practices into
the main curriculum would alleviate teacher workload caused by extracurricular
responsibilities.
STEM, PBL, NATIONAL SCIENCE AND TECHNOLOGY FAIRS 145
By integrating teacher development and science fairs into the curriculum, Costa
Rica will, in effect, create a knowledge-based economy ready for the jobs of the future,
with citizens who can create companies and businesses to hire people and continue the
positive economic trajectory that Costa Rica has been enjoying in the past few decades.
Future Research
This case study has illuminated the work of outstanding students and their
teachers. However, no deep research was done on the teachers and how they were
trained. Therefore, it would be interesting to take the findings of this case study and look
at the teachers’ backgrounds, where they grew up, where they received their education,
where they received their teacher training, and what motivated them to create lessons to
stimulate student interest and dedicate countless extra hours (evenings, weekends,
holidays) to integrate the extracurricular activities of a science fair into their already full
curriculum. This would elucidate the potential pedagogical shift that is required to move
Costa Rica to the next level of their knowledge-based economy.
The second research focus would be a study on the students’ families and how
science fairs and the students’ participation in them have affected home life. It would be
beneficial to study how the students and the families of the students who participate in
science fairs are affected by this participation, both economically and psychologically.
Also, it would be interesting to determine whether this participation exerts an impact on
younger siblings and their desire to go into STEM careers, further measuring the impact
on the generations ahead. These findings would help educational leaders to plan adult and
parent education curriculum to help families to improve in their STEM interests.
STEM, PBL, NATIONAL SCIENCE AND TECHNOLOGY FAIRS 146
The third area of future research should be to identify pathways to help science
fair students to make the leap from high school projects to university life, whether or not
there is financial support for the move, and the obstacles that they face in the transition
from high school to higher education. These findings would help all stakeholders,
especially students, to close the dropout rate gap identified by Programa Estado de la
Nacion (2013) as urgent to prevent potential economic troubles faced by Costa Rica’s
youth.
Conclusions
Countries such as Costa Rica must invest in human capital, the greatest source of
strength and innovation. Doing so can guarantee that these countries do not watch the
world pass them by. Looking at the United States, Zakaria (2012) listed sources of
American power, including America’s distinct advantage a population of immigrants who
are young, hungry to learn and grow, and equipped with the energy to work hard and
reproduce, which will give the United States a booming population growth of 65 million
in 2030. Zakaria warned that, without immigration, the United States will have the same
low fertility rates as Europe and will not produce enough workers to offset the number of
retirees.
When dealing with education and equitable education of the young, Darling-
Hammond (2010) noted the need for “both [educational] staff and structures . . . to
support student learning . . . young people have to believe that they can succeed in order
to put forth the effort to do so” (p. 65). Costa Rica has committed to invest in human
capital and grow its knowledge-based economy by focusing on education and youth.
STEM, PBL, NATIONAL SCIENCE AND TECHNOLOGY FAIRS 147
Therefore, it served as a good case study to explore how it has been able to turn its
educational system around to support and grow human capital.
Costa Rica is a small country that has prioritized education and has maintained a
political environment that has attracted MNCs to establish businesses there. It has been
introspective and understands that, because of its size, its greatest asset is highly educated
people. The leaders of the country have demonstrated that they are willing to invest their
resources in increasing human capital and enriching citizens’ lives through education.
Despite the small size of their country, Costa Ricans have participated in and won
international awards at science fairs. They understand that they are not where they would
like to be with regard to STEM integration and equitable 21st-century skill integration in
all of their schools, but they are making concerted efforts to improve the situation. Costa
Rica is making its place known in the international arena. If they continue in their
forward-moving trajectory, their global footprint will be strong in the generations ahead.
STEM, PBL, NATIONAL SCIENCE AND TECHNOLOGY FAIRS 148
References
Bell, S. (2010). Project-based learning for the 21st century: Skills for the future. The
Clearing House: A Journal of Educational Strategies, 83(2), 39-43.
Bender, W. N. (2012). Project-based learning: Differentiating instruction for the 21st
century. Thousand Oaks, CA: Corwin.
Biensanz, M. H., Biensanz, R., & Biensanz, K. Z. (1999). The Ticos: Culture and social
change in Costa Rica. Boulder, CO: Rienner.
Bogdan, R. C., & Biklen, S. K. (2007). Qualitative research for education: An
introduction to theories and methods (5th ed.). Boston, MA: Allyn and Bacon.
Booth, J. (1998). Costa Rica: Quest for democracy. Boulder, CO: Westview.
Busey, J. L. (1961). The presidents of Costa Rica. The Americas, 18(1), 55-70.
Capraro, R. M., & Slough, S. W. (2013). Why PBL? Why STEM? Why now? An
introduction to STEM project-based learning: An integrated science, technology,
engineering, and mathematics (STEM) approach. In R. M. Capraro, M. M.
Capraro, & J. Morgan (Eds.), STEM project-based learning: An integrated
science, technology, engineering, and mathematics (STEM) approach (pp. 1-5).
Rotterdam, The Netherlands: Sense.
Castro, S. (2004). Privatization of the land and agrarian conflict. In S. Palmer & I. Molina
(Eds.), The Costa Rica reader: History, culture, politics (pp. 57-61). Durham,
NC: Duke University Press.
Chanda, N. (2007). Bound together: How traders, preachers, adventurers, and warriors
shaped globalization. New Haven, CT: Yale University Press.
STEM, PBL, NATIONAL SCIENCE AND TECHNOLOGY FAIRS 149
Christensen, C. M., Horn, M. B., & Johnson, C. W. (2011). Disrupting class: How
disruptive innovation will change the way the world learns. New York, NY:
McGraw-Hill.
Clifton, J. (2011). The coming jobs war. New York, NY: Gallup Press.
Corbin, J., & Strauss, A. (2008). Basics of qualitative research (3rd ed.). Thousand Oaks,
CA: Sage.
Cordero, J., & Paus, E. (2008). Foreign investment and economic development in Costa
Rica: The unrealized potential. Retrieved from http://ase.tufts.edu/gdae/Pubs/rp/
DP13Paus_CorderoApr08.pdf
Costa Rican Investment Promotion Agency (CINDE). (2011). Costa Rica: Education
overview. Retrieved from http://www.cinde.org
Costa Rican Investment Promotion Agency (CINDE). (2013a). Costa Rica: Qualified
workforce. Retrieved from: http://www.cinde.org
Costa Rican Investment Promotion Agency (CINDE). (2013b). Investing in Costa Rica:
The place. The people. The opportunities. Retrieved from: http://www.cinde.org
Costa Rican Investment Promotion Agency (CINDE). (n.d.). About the Costa Rican
Investment Promotion Agency: CINDE. Retrieved from http://www.cinde.org/en/
about-cinde
Creswell, J. W. (2008). Research design: Qualitative, quantitative, and mixed methods
approaches (3rd ed.). Thousand Oaks, CA: Sage.
Daling, T. (2002). In focus: Costa Rica: A guide to the people, politics and culture. New
York, NY: Interlink Books.
STEM, PBL, NATIONAL SCIENCE AND TECHNOLOGY FAIRS 150
Darling-Hammond, L. (2010). The flat world and education: How America’s commitment
to equity will determine our future. New York, NY: Teachers College Press.
Dewey, J. (1916). Democracy and education. New York, NY: Macmillan.
Encyclopedia Britannica Online. (n.d.). Gross domestic product. Retrieved from http://
www.britannica.com/EBchecked/topic/246647/gross-domestic-product-GDP
Fernández, A. S. (2012). Alumnos de colegios privados con más opción de ingresar a la
UCR. Retrieved from http://search.proquest.com/docview/1113834296?
accountid=14749
Fink, A. (2013). How to conduct surveys: A step-by-step guide. Thousand Oaks, CA:
Sage.
Friedman, T. L. (2007). The world is flat: A brief history of the twenty-first century.
Further updated and expanded 3.0. New York, NY: Picador.
Friedman, T. L., & Mandelbaum, M. (2011). That used to be us: How America fell
behind in the world it invented and how we can come back. New York, NY:
Farrar, Straus and Giroux.
Intel Costa Rica. (2014). About Intel Costa Rica. Retrieved from http://www.intel.com/
content/www/us/en/corporate-responsibility/intel-in-costa-rica.html
?wapkw=costa+rica+education
Intel Inside. (2012). 2012 corporate responsibility report. Retrieved from
http://csrreportbuilder.intel.com/PDFFiles/CSR_2012_Full-Report.pdf
Intel ISEF. (n.d.). A resource for the society of science and the public. Retrieved from
https://student.societyforscience.org/about
Kilpatrick, W. H. (1918). The project method. Educational Review, 63, 93-101.
STEM, PBL, NATIONAL SCIENCE AND TECHNOLOGY FAIRS 151
Level Playing Field Institute. (2014). How does the US compare to other countries in
STEM education? Retrieved from http://www.lpfi.org/how-does-us-compare-
other-countries-stem-education
Li, X., & Liu, X. (2005). Foreign direct investment and economic growth: An
increasingly endogenous relationship. World Development, 33, 393-407.
Maxwell, J. A. (2013). Qualitative research design: An interactive approach (3rd ed.).
Washington, DC: Sage.
Merriam, S. B. (2009). Qualitative research: A guide to design and implementation. San
Francisco, CA: Jossey-Bass.
Ministerio de Ciencia, Tecnología y Telecomunicaciones (MICITT). (2014). Ley de
promoción del desarrollo científico y tecnológico: Ley No. 7169. Retrieved from
http://www.micit.go.cr/index.php/marco-legal.html
Ministerio de Educación Pública (MEP). (2013). Universidades privadas autorizadas:
Informacion general y contactos. Retrieved from http://www.mep.go.cr/sites/
default/files/pregunta_frecuente/documentos/informacion-contactos-
universidades-privadas.pdf
Mirchandani, D., & Condo, A. (2005). Doing business in Costa Rica. Thunderbird
International Business Review, 47, 335-363.
Mitchell, M., & Pentzer, S. (2008). Costa Rica: A global studies handbook. Santa
Barbara, CA: ABC-CLIO, Inc.
STEM, PBL, NATIONAL SCIENCE AND TECHNOLOGY FAIRS 152
Monge-González, R., & González-Alvarado, C. (2007). The role and impact of MNCs in
Costa Rica on skills development and training: The case of Intel, Microsoft and
Cisco (Report to the International Labor Organization). San José, Costa Rica:
High Technology Advisory Committee.
Morgan, J. R., Moon, A. M., & Barroso, L. C. (2013). Engineering better projects. In R.
M. Capraro, M. M. Capraro, & J. Morgan (Eds.), STEM project-based learning:
An integrated science, technology, engineering, and mathematics (STEM)
approach (pp. 1-5). Rotterdam, The Netherlands: Sense.
Nelson, R. C. (2005). Competing for foreign direct investment: Efforts to promote
nontraditional FDI in Costa Rica, Brazil, and Chile. Studies in Comparative
Development, 40(3), 3-28.
Organisation for Economic Co-Operation and Development (OECD). (2008). OECD
benchmark definition of foreign direct investment (4th ed.). Retrieved from
http://www.oecd.org/daf/inv/investmentstatisticsandanalysis/40193734.pdf
Organisation for Economic Co-Operation and Development (OECD). (2012). Attracting
knowledge-intensive FDI to Costa Rica: Challenges and policy options. Retrieved
from http://www.oecd.org/dev/americas/E-book%20FDI%20to%20Costa%
20Rica.pdf
Organisation for Economic Co-Operation and Development (OECD). (2013). Education
at a glance 2013: OECD indicators. Retrieved from http://www.oecd-ilibrary
.org/education/education-at-a-glance-2013_eag-2013-en doi:10.1787/eag-2013-en
Palmer, S., & Molina, I. (2004). The Costa Rica reader: History, culture, politics.
Durham, NC: Duke University Press.
STEM, PBL, NATIONAL SCIENCE AND TECHNOLOGY FAIRS 153
Panwar, R., Rinne, T., Hansen, E., & Juslin, H. (2006). Corporate responsibility. Forest
Products Journal, 56(2), 4-12.
Partnership for 21st Century Skills. (2009). P21 framework definitions. (2009). Retrieved
from http://www.p21.org/storage/documents/P21_Framework_Definitions.pdf
Patton, M. Q. (1987). How to use qualitative methods in evaluation Newbury Park, CA:
Sage.
Programa Estado de la Nacíon. (2013). Estado de la nacion en dessarrollo humano
sostenible: Un análisis amplio y objetivo sobre la Costa Rica que tenemos a
partir de los indicadores más actuales. Retrieved from http://estadonacion.or.cr/
estado/Publicaciones/Estado_Nacion/19/index.html
Rodriguez, M. A. (1989). Al progreso por la libertad: Una interpretación de la historia
costarricense. San José, Costa Rica: Libro Libre.
Rodríguez-Clare, A. (2001). Costa Rica’s development strategy based on human capital
and technology: How it got there, the impact of Intel and lessons for other
countries. Journal of Human Development, 2, 311-324.
Ruiz, A. (2001). La educacion superior en Costa Rica: Tendencias y retos en un Nuevo
scenario historico. San José, Costa Rica: CONARE.
Schuler, D. A., & Brown, D. S. (1999). Democracy, regional market, integration, and
foreign direct investment: Lessons from Costa Rica. Business & Society, 38, 450-
473.
Schultz, T. W. (1961). Investment in human capital. American Economic Review, 51(1),
1-17.
STEM, PBL, NATIONAL SCIENCE AND TECHNOLOGY FAIRS 154
Slough, S. W., & Milam, J. O. (2013). Theoretical framework for the design of STEM
project-based learning. In R. M. Capraro, M.M., Capraro, & J. Morgan (Eds.),
STEM project-based learning: An integrated science, technology, engineering,
and mathematics (STEM) approach (pp. 15-27). Rotterdam, The Netherlands:
Sense.
Society for Science & the Public. (2014). Find an Intel ISEF Fair in your area.
Retrieved from https://student.societyforscience.org/about
Spar, D. (1998). Attracting high technology investment: Intel’s Costa Rican plant
(Occasional paper 11). Washington, DC: World Bank.
Spring, J. (2009). Globalization of education: An introduction. New York, NY:
Routledge.
Stringer, E. T. (2007). Action research (3rd ed.). Thousand Oaks, CA: Sage.
United Nations Conference on Trade and Development (UNCTAD). (2012). Inward and
outward foreign direct investment flows, annual, 1970-2012. Retrieved from
http://unctadstat.unctad.org/TableViewer/tableView.aspx
United Nations Development Programme. (2013). The rise of the south: Human progress
in a diverse world. Retrieved from http://hdr.undp.org/sites/default/files/reports/
14/hdr2013_en_complete.pdf
U.S. Census Bureau. (2012). Statistical abstract of the United States 2012: Births, deaths,
marriages, and divorces. Retrieved from http://www.census.gov/compendia/
tatab/2012/tables/12s0104.pdf
STEM, PBL, NATIONAL SCIENCE AND TECHNOLOGY FAIRS 155
Valencia, N. (2009). Developing science and engineering fairs: The Costa Rica
experience—Intel Student as Scientist Program. Retrieved from http://engage
.intel.com/servlet/JiveServlet/previewBody/1695-102-1-2224/
ISEF'09%20Academy%20SciEng%20Fair%20program%20in%20CR%20v4.doc
Valencia Chacon, N., De Lemos Morales, G., Camacho Álvarez, M. M., Fernández
Cordero, L., Vega Baudrit, J. R., Muñoz Moya, A. C., . . . Malavassi Rojas, E.
(2012). Manual ferias de ciencia y tecnología 2012-2014. Retrieved from
http://academico.librosparatodoscr.com/extras/docs/manualferiasCyT2013.pdf
Vygotsky, L. (1978). Mind and society. Cambridge, MA: Harvard University.
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,
NY: Basic Books.
Wagner, T. (2012). Creating innovators: The making of young people who will change
the world. New York, NY: Scribner Books.
Weiss, R .S. (1994). Learning from strangers: The art of qualitative interview studies.
New York, NY: The Free Press.
Wilson, B. M. (1998). Costa Rica politics, economics and democracy. Boulder, CO:
Rienner.
World Bank. (2014a). Costa Rica data search. Retrieved from http://search.worldbank
.org/data?qterm=costa%20rica&language=EN
World Bank. (2014b). Public spending on education, total (% of GDP). Retrieved from
http://search.worldbank.org/data?qterm=total%20GDP%20on%20education%20o
f%20the%20US&language=EN
STEM, PBL, NATIONAL SCIENCE AND TECHNOLOGY FAIRS 156
World Bank Group. (2006). The impact of Intel in Costa Rica: Nine years after the
decision to invest. Washington, DC: World Bank Group/MIGA.
Zacaria, F. (2012). The post-American world: Release 2.0. New York, NY: Norton.
STEM, PBL, NATIONAL SCIENCE AND TECHNOLOGY FAIRS 157
Appendix A
Recruitment Letter: English and Spanish Versions

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 21st-century jobs.

As part of our study, the following questions will guide our research:

1. To what extent do teachers implementing STEM curriculum trace their practices
back to the influence of policy, globalization, and multinational corporations? To
what extent are 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 21st-century skills through use of project-based
learning and use of technology by teachers across all curricular areas? How has it
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?

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 con-
duct surveys, interviews, and observations to gather data to address 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 and June 23. Please feel free to contact any member of our study team if
you have any questions.

Sincerely,

USC Doctoral Students
STEM, PBL, NATIONAL SCIENCE AND TECHNOLOGY FAIRS 158
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 asido 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)
STEM, PBL, NATIONAL SCIENCE AND TECHNOLOGY FAIRS 159
Appendix B
Policy/Government Agency Interview Protocol: English and Spanish Versions

Interviewer: __________________________Date: __________________________
Interviewee: __________________________Location: __________________________
Job Title: _____________________ Contact Information: ________________________
Length of time in your position: ___________________________
Start Time: __________________________ End Time: __________________________

Introduction:
[Introduce yourself and your affiliation].
During this conversation, we hope to learn more about [insert affiliation] and your
experiences with regard to changes in the education system in Costa Rica. This study’s
ultimate goal is to understand how schools are helping students to develop 21st-century
skills, particularly in the fields of science, technology, engineering, and math (STEM).

Your comments will be anonymous, if requested. Would you like to remain anonymous?
We would like to record this interview to ensure the accuracy of our conversation. Do we
have your consent?

This interview will last 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 of 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. Please describe science, technology, engineering, and math-related changes
and interests that have occurred nationwide as a result of the science and
technology fair policy?
4. For students who participate in science and technology fairs, what changes
have you noticed in their interest 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?
STEM, PBL, NATIONAL SCIENCE AND TECHNOLOGY FAIRS 160
II. Curriculum and Instruction
1. What has been your experience with the science and technology fair?
2. How has the science and technology fair affected science instruction?
3. How has the science and technology fair 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?
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
postsecondary instruction?
III. Influence of Policy, Globalization, and Multinational Corporations on Science,
Technology, Engineering, and Math (STEM) Education
1. Does the science curriculum support participation in the science and
technology fair? If so, how?
2. How have schools promoted participation in science and technology fairs?
3. How does science and technology fair participation influence participation in
science, technology, engineering, and math education?
4. Has the national science and technology fair policy created more graduates
with 21st-century skills, particularly those from science, technology,
engineering, and math fields?
5. What should be the role of Intel and other multinational corporations in
promoting science, technology, engineering, and math, as well as participation
in science and technology fairs?
6. Is science, technology, engineering, and math education important to the
economic future of Costa Rica? If so, how?
STEM, PBL, NATIONAL SCIENCE AND TECHNOLOGY FAIRS 161
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?

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?

STEM, PBL, NATIONAL SCIENCE AND TECHNOLOGY FAIRS 162
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?

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?

STEM, PBL, NATIONAL SCIENCE AND TECHNOLOGY FAIRS 163
Appendix C
Business Leaders Interview Protocol: English and Spanish Versions

Interviewer: __________________________Date: __________________________
Interviewee: __________________________Location: __________________________
Job Title: _____________________ Contact Information: ________________________
Length of time in current position: ___________________________
Start Time: __________________________ End Time: __________________________

Introduction:
[Introduce yourself and your affiliation].
During this conversation, we hope to learn more about [insert affiliation] and your
experience with regard to changes in the education system in Costa Rica. This study’s
ultimate goal is to understand how schools are helping students to develop 21st-century
skills, particularly in the fields of science, technology, engineering, and math (STEM).

Your comments will be anonymous, if requested. Would you like to remain anonymous?
We would like to record this interview to ensure the accuracy of our conversation. Do we
have your consent?

This interview will last 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 of 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. Please 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?
4. For students who participate in science and technology fairs, what changes
have you noticed in their interest 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?
STEM, PBL, NATIONAL SCIENCE AND TECHNOLOGY FAIRS 164
II. Curriculum and Instruction
1. What has been your experience with the science and technology fair?
2. How does involvement in science and technology fairs affect the labor force?
3. Has the science and technology fair affected curriculum in schools?
4. Are schools 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?
6. How has technology prepared students for the science and technology fair?
7. How has the science and technology fair affected student preparedness for
postsecondary instruction?
III. Influence of Policy, Globalization, and Multinational Corporations on
Science, Technology, Engineering, and Math (STEM) Education
1. Does the science curriculum support participation in the science and
technology fair? If so, how?
2. How have schools promoted participation in science and technology fairs?
3. How does science and technology fair participation influence participation in
science, technology, engineering, and math education?
4. Has the national science and technology fair policy created more graduates
with 21st-century skills, particularly those from science, technology,
engineering, and math education fields?
5. What should be the role of Intel and other multinational corporations in
promoting science, technology, engineering, and math, as well as science and
technology fair participation?
6. Is science, technology, engineering, and math education important to the
economic future of Costa Rica? If so, how?
STEM, PBL, NATIONAL SCIENCE AND TECHNOLOGY FAIRS 165
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?

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?

STEM, PBL, NATIONAL SCIENCE AND TECHNOLOGY FAIRS 166
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?

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?

STEM, PBL, NATIONAL SCIENCE AND TECHNOLOGY FAIRS 167
Appendix D
School Leader Interview Protocol: English and Spanish Versions

Interviewer: __________________________Date: __________________________
Interviewee: __________________________Location: __________________________
Job Title: _____________________ Contact Information: ________________________
Length of time in current position: ___________________________
Start Time: __________________________ End Time: __________________________

Introduction:
[Introduce yourself and your affiliation].
During this conversation, we hope to learn more about [insert affiliation] and your
experience with regard to changes in the education system in Costa Rica. This study’s
ultimate goal is to understand how schools are helping students to develop 21st-century
skills, particularly in the fields of science, technology, engineering, and math (STEM).

Your comments will be anonymous, if requested. Would you like to remain anonymous?
We would like to record this interview to ensure the accuracy of our conversation. Do we
have your consent?

This interview will last 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 of 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. Please describe science, technology, engineering, and math-related changes
and interests that have occurred nationwide as a result of the science and
technology fair policy?
4. For students who participate in science and technology fairs, what changes
have you noticed in their interest 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?
STEM, PBL, NATIONAL SCIENCE AND TECHNOLOGY FAIRS 168
II. Curriculum and Instruction
1. What has been your experience with the science and technology fair?
2. How has the science and technology fair affected science instruction?
3. How has the science and technology fair 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?
6. How has technology prepared students for the science and technology fair?
7. How has the science and technology fair affected student preparedness for
postsecondary instruction?
III. Influence of Policy, Globalization, and Multinational Corporations on
Science, Technology, Engineering and Math (STEM) Education
1. Does the science curriculum support participation in science and technology
fairs? If so, how?
2. How have schools promoted participation in science and technology fairs?
3. How does science and technology fair participation influence participation in
science, technology, engineering, and math education?
4. Has the national science and technology fair policy created more graduates
with 21st-century skills, particularly those from science, technology,
engineering, and math fields?
5. What should be the role of Intel and other multinational corporations in
promoting science, technology, engineering, and math, as well as science and
technology fair participation?
6. Is science, technology, engineering, and math education important to the
economic future of Costa Rica? If so, how?
STEM, PBL, NATIONAL SCIENCE AND TECHNOLOGY FAIRS 169
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
afilación]

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?

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?.

STEM, PBL, NATIONAL SCIENCE AND TECHNOLOGY FAIRS 170
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?.

STEM, PBL, NATIONAL SCIENCE AND TECHNOLOGY FAIRS 171
Appendix E
Student Interview Protocol: English and Spanish Versions

Interviewer: __________________________Date: __________________________
Interviewee: __________________________Location: __________________________
Grade/Level: _____________________Contact Information: ______________________
Number of Science and Technology Fairs Participated:________________________
Start Time: __________________________ End Time: __________________________

Introduction:
[Introduce yourself and your affiliation].
During this conversation, we hope to learn more about [insert affiliation] and your
experience with regard to changes in the education system in Costa Rica. This study’s
ultimate goal is to understand how schools are helping students to develop 21st-century
skills, particularly in the fields of science, technology, engineering, and math (STEM).

Your comments will be anonymous, if requested. Would you like to remain anonymous?
We would like to record this interview to ensure the accuracy of our conversation. Do we
have your consent?

This interview will last 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 of the importance of science, technology, engineering
and math education?
2. What effect have the science and technology fairs had on your life and your
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 the schools that you have attended?
4. Have your interests in science, technology, engineering, and math-related
fields changed as a result of your participation in the science and technology
fairs?
STEM, PBL, NATIONAL SCIENCE AND TECHNOLOGY FAIRS 172
II. Curriculum and Instruction
1. What has been your experience with the science and technology fairs?
2. How has 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. Has your participation in the science and technology fairs encouraged you to
study a science, technology, engineering and math-related major in college?
III. Influence of Policy, Globalization, and Multinational Corporations 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 that Intel has provided for
your school to improve science, technology, and education?
3. Is science, technology, engineering and math education important to the
economic future of Costa Rica? If so, how?
STEM, PBL, NATIONAL SCIENCE AND TECHNOLOGY FAIRS 173
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?

STEM, PBL, NATIONAL SCIENCE AND TECHNOLOGY FAIRS 174

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?.

STEM, PBL, NATIONAL SCIENCE AND TECHNOLOGY FAIRS 175
Appendix F
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:

STEM, PBL, NATIONAL SCIENCE AND TECHNOLOGY FAIRS 176
Additional Classroom Information:

21st-
Century
Skills
(Wagner,
2008)
STEM /
PBL
(Slough &
Milam,
2013)
Actions Observed Conversations Observer Comments
Critical
Thinking
and
Problem
Solving
Making
Content
Accessible

Collabor-
ating
Across
Networks
Making
Thinking
Visible

Agility
and
Adapta-
bility
Helping
Students
Learn From
Others

Initiative
and
Entrepre-
neurialism
Promoting
Autonomy
and
Lifelong
Learning

Effective
Oral and
Written
Commun-
ication

Accessing
and
Analyzing
Informa-
tion

Curiosity
and
Imagina-
tion

Other
Observa-
tions

STEM, PBL, NATIONAL SCIENCE AND TECHNOLOGY FAIRS 177

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

RQ2: Do students exhibit confidence in describing their projects?

RQ2: Is the presentation of the project clearly articulated?

RQ2: Do students express thoughtful ideas and answers?

RQ2: Do students relate their project to authentic application?

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

Are there additional questions for the students or teacher?

STEM, PBL, NATIONAL SCIENCE AND TECHNOLOGY FAIRS 178
Appendix G
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:

STEM, PBL, NATIONAL SCIENCE AND TECHNOLOGY FAIRS 179
Additional Classroom Information:

21st-
Century
Skills
(Wagner,
2008)
STEM /
PBL
(Slough &
Milam,
2013)
Actions Observed Conversations Observer Comments
Critical
Thinking
and
Problem
Solving
Making
Content
Accessible

Collabor-
ating
Across
Networks
Making
Thinking
Visible

Agility
and
Adapta-
bility
Helping
Students
Learn from
Others

Initiative
and
Entrepre-
neurialism
Promoting
Autonomy
and
Lifelong
Learning

Effective
Oral and
Written
Commun-
ication

Accessing
and
Analyzing
Informa-
tion

Curiosity
and
Imagina-
tion

Other
Observa-
tions

STEM, PBL, NATIONAL SCIENCE AND TECHNOLOGY FAIRS 180
RQ1: Does the teacher utilize elements of the national science fair/STEM curriculum?

RQ1: Do curriculum, subject areas, labs, and assessments align across classrooms and
schools?

RQ2: What is the teacher’s role in the learning process?

RQ2: How does student-led conversation influence participation in class?

RQ2: How is technology used in the classroom?

RQ3: Do the teacher (student) appear to be engaged in the STEM curriculum?

Are there additional questions for the teacher?

STEM, PBL, NATIONAL SCIENCE AND TECHNOLOGY FAIRS 181
Appendix H
Survey Protocol for Teachers and Administrators: English and Spanish Versions

STEM, PBL, NATIONAL SCIENCE AND TECHNOLOGY FAIRS 182

STEM, PBL, NATIONAL SCIENCE AND TECHNOLOGY FAIRS 183

STEM, PBL, NATIONAL SCIENCE AND TECHNOLOGY FAIRS 184

STEM, PBL, NATIONAL SCIENCE AND TECHNOLOGY FAIRS 185
Appendix I
Survey Protocol for Students: English and Spanish Versions

STEM, PBL, NATIONAL SCIENCE AND TECHNOLOGY FAIRS 186

Abstract (if available)

Abstract This study applies Spring’s framework, based on the theory of world educational culture, Wagner’s 21st‐century skills, based on the comprehensive look at survival skills needed for 21st‐century jobs, and Slough and Milam’s STEM project‐based framework as the methodological framework to evaluate how 21st‐century skills are actualized in the classroom and through students’ final projects presented at science and technology fairs. The purpose of this study was to examine the influence of globalization, FDI, MNC responsibility on curriculum and practices in schools, and the relationship between STEM education and Costa Rican economic growth. Also of interest was how the mandated national science and technology fair influenced the use of PBL to build human capital and prepare students for 21st‐century jobs, particularly in STEM fields. Three research questions guided the study focusing on the influence of policy, globalization, and MNCs and the extent of the economic growth of Costa Rica and how STEM education is related, how mandating participation in the national science and technology fair influenced implementation of 21st‐century skills through the use of PBL and technology by teachers across all curricular areas, and how the national science and technology fair policy changed the value for STEM education for students, teachers, and educational leaders. The researchers were granted significant access with political leaders and education policy makers, business executives of MNCs, school leaders, students, and parents in San José, Costa Rica to administer 168 student surveys and 30 teacher surveys, arrange 25 in-person interviews, and do 9 observations. The findings from this study suggest that STEM education and its influence on the curriculum has increased, but not equally in schools that are not technical, that science fairs are part of the extra‐curriculum, and that all stakeholders associate Costa Rica’s future growth in its human capital through the incorporation of STEM and 21st‐century skills into the curriculum. This study emphasizes the need for teacher training in new methodologies like STEM PBL and the positive aspects of integrating participation of science fairs into the main curriculum of the country to allow students to showcase their 21st‐century skills.

Linked assets

University of Southern California Dissertations and Theses

Conceptually similar

PDF

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 ...

PDF

The impact of globalization on the development of educational policy, 21st century learning, and education in science, technology, engineering, and mathematics in Costa Rican schools

PDF

Influence of globalization, school leadership, and students’ participation in science competitions on 21st-century skill development, instructional practices, and female students’ interest in sci...

PDF

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

PDF

The impact of globalization, economics and educational policy on the development of 21st century skills and STEM education in Costa Rica

PDF

Impact of globalization and science, technology, engineering, and mathematics on postsecondary education in Costa Rica: a case study of project-based learning and national science and engineering...

PDF

The impact of globalization, economics, and educational policy on the development of 21st-century skills and education in science, technology, engineering, and mathematics in Costa Rican schools

PDF

The influence of globalization, economics, and educational policy on development of 21st-century skills in science, technology, engineering, and mathematics education through project-based learni...

PDF

SciFest and the development of 21st-century skills, interest in coursework in science, technology, engineering, and mathematics, and preparation of Irish students for a globalized Ireland

PDF

The impact of globalization, foreign direct investment, and multinational corporations on development of educational policy and 21st-century learning in the Costa Rican educational system

PDF

Globalization, student participation in SciFest, 21st-century skill development, and female student interest in science, technology, engineering, and mathematics courses in secondary schools in I...

PDF

The impact of globalization, economics, and educational policy on the development of 21st century skills and STEM education in Costa Rica

PDF

Influence of globalization and educational policy on development of 21st-century skills and education in science, technology, engineering, and mathematics and the science and technology fairs in ...

PDF

The impact of globalization, economics, and educational policy on the development of 21st-century skills and education in science, technology, engineering, and mathematics in Costa Rican schools

PDF

The impact of science, technology, engineering and math education on the development of a knowledge based economy in Costa Rica

PDF

Globalization and the need for 21st-century skills: implications for policy education in science, technology, engineering, mathematics, and project-based learning in schools in Ireland

PDF

The influence of globalization, economics, and educational policy on the development of 21st century learning and education in the sciences, technology, engineering, and mathematics in schools of...

PDF

The influence of globalization and educational policy on the development of 21st-century skills through implementation of science, technology, engineering, and mathematics (STEM) education and in...

PDF

Globalization, economic development, and educational policies have given rise to the development of 21st century skills and STEM education in the Costa Rican school system

PDF

Influence of globalization and educational policy on development of 21st-century skills and education in science, technology, engineering, and mathematics and the science and technology fairs in ...

Asset Metadata

Creator Weber, Merari Lisseth (author)

Core Title The role of globalization, science, technology, engineering, and mathematics project‐based learning, and the national science and technology fair mandate in creating 21st‐century-ready students i...

School Rossier School of Education

Degree Doctor of Education

Degree Program Education

Publication Date 04/08/2015

Defense Date 03/17/2015

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

Tag 21st‐century skills,Costa Rica,Engineering,FDI,foreign direct investment,Globalization,mathematics,MNCs,multinational corporations,OAI-PMH Harvest,PBL,project‐based learning,Science,science fairs,STEM,Technology

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 merari.weber@gmail.com,merariwe@usc.edu

Permanent Link (DOI) https://doi.org/10.25549/usctheses-c3-543616

Unique identifier UC11297393

Identifier etd-WeberMerar-3257.pdf (filename),usctheses-c3-543616 (legacy record id)

Legacy Identifier etd-WeberMerar-3257.pdf

Dmrecord 543616

Document Type Dissertation

Format application/pdf (imt)

Rights Weber, Merari Lisseth

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