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

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

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Content Running head: GLOBALIZATION

1
THE IMPACT OF SCIENCE, TECHNOLOGY, ENGINEERING AND MATH EDUCATION
ON THE DEVELOPMENT OF A KNOWLEDGE BASED ECONOMY IN COSTA RICA

by

Melissa J. Gooden

A Dissertation Presented to the
FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION

August 2015

Copyright 2015 Melissa Gooden
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Acknowledgements

Participating in this research projects has been an amazing experience. Dr. Escalante,
thank you for this once in a life time opportunity that widened my view of the endless
possibilities in public education, and renewed my faith in the good of people. Oryla, you have
been inspirational to all of us, and our study wouldn’t have been nearly as rich without your
assistance and guidance. I feel honored to have worked with such a talented, smart, and
supportive dissertation cohort. I can’t imagine completing this process with anyone else. I
would also like to thank my family, friends, and colleagues for being my biggest cheerleaders
through this entire journey.
Finally, I want to acknowledge the kindness and generosity of everyone that we met in
Costa Rica. In all of my travels, never have I felt more welcome in a foreign country.
Countless people happily gave up hours of their time to tell us about their country and the
amazing things that are happening as they move towards a knowledge based economy. The
passion and commitment was motivating to me as an educator. Although our stay in your
beautiful country was brief, the memories will last a lifetime.

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Table of Contents
Acknowledgements 2

List of Tables 5

List of Figures 6

Abstract 7

Chapter One: Overview of the Study 8

Background of the Problem 9

Statement of the Problem 10

Purpose of the Study 11

Significance of the Study 12

Limitations of the Study 13

Delimitations of the Study 13

Assumptions of the Study 14

Organization of the Study 15

Chapter Two: Review of Literature 17

Globalization 18

Jobs in the Global Market 20

Globalization in Costa Rica 23

Education System of Costa Rica 31

Challenges to the Education System in Costa Rica 32

Educational Initiatives 32

Universities in Costa Rica 33

Commitments to Education 34

21
st
Century Skills, Science, Technology Engineering, and Math (STEM) and
Project-Based Learning (PBL) 36

21
st
Century Skills 36

Science, Technology, Engineering and Mathematics (STEM) 41

Project-Based Learning (PBL) 42

Science Fairs and Costa Rica’s Initiatives to Promote Science 44

Science Fairs in Costa Rica 46

Summary of the Literature 49

Chapter Three: Research Methodology 51

Research Design 52

Research Team 54

Sample and Population 54

Political Leaders and Education Policymakers 56

Business Leaders 56

Students and Educators 58

Instrumentation 58

Interview Protocol 59

Survey Protocol 61

Observation Protocol 63

Data Collection 64

Data Analysis 65

Ethical Considerations 66

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Chapter Four: Results 67

Participants 68

Case Study Overview: Colegio Cientifico San Carlos 72

Results: Research Question 1 72

Multi-National Corporations and Costa Rican Classrooms 73

Problem Solving in STEM Classrooms 78

Results: Research Question 2 82

The Influence of the Science Fair Decree at Colegio Cientifico San Carlos 84

The Importance of the Teacher in the Science Fair Process 89

Technology 95

Results: Research Question 3 100

Post Secondary Interest in STEM Fields 101

The Future of Costa Rica 106

Summary 111

Chapter Five: Findings, Recommendationss, and Conclusions 114

Findings 116

The Influence of Multi-National Corporations on Instruction 117

Science Fairs in Costa Rica 118

The Future of Costa Rica 120

Implications for Practice 121

Recommendations for Research 122

Conclusion 123

References 125

Appendix A: Recruitment/Consent Letter 131

Appendix B: Policy/Government Agency Interview Protocol 133

Appendix C: Business Leaders Interview Protocol 135

Appendix D: School Leader Interview Protocol 137

Appendix E: Student Interview Protocol 139

Appendix F: Survey Protocol for Teachers and Administrators 141

AppendixG: Survey Protocol for Students 143

Appendix H: Classroom Observation Protocol 144

Appendix I: Science and Technology Fair Observation Protocol 147

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List of Tables
Table 1: Alignment of Interview Protocol to Research Questions and Theoretical
Frameworks 61

Table 2: Alignment of Teacher/Administrator Survey Protocol Items to Research
Questions and Theoretical Frameworks 62

Table 3: Alignment of Student Survey Protocol Items to Research Questions and
Theoretical Frameworks 63

Table 4: Study Participants 69

Table 5: The Influence of MNCs on STEM Education 74

Table 6: STEM Curriculum Promoting 21
st
Century Skills needed for Participation
in the Science Fair 79

Table 7: The Influence of Science Fair Participation on Classroom Instruction 85

Table 8: Impact of Teachers on Student Science Fair Participation 91

Table 9: The Importance of Technology 96

Table 10: STEM in College 103

Table 11: The Future of Costa Rica 106

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List of Figures
Figure 1: Frameworks (Partnership for 21
st
Century Skills, 2006) 38

Figure 2: Structure of the Science Fair 47

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Abstract
This study applies theories of globalization, 21
st
century skills, and project based learning
to explore the Costa Rican National Science Fair and its role in building human capital and
preparing students for 21
st
century jobs, particularly in the fields of science, technology,
engineering, and math. This qualitative study captured the perspectives of Costa Rican students
that participated in the Intel International Science and Engineering Fair, educators at the schools
science fair winners attended, government officials, and business leaders. This case study traced
a student’s path from the micro individual level all the way to the macro policy level, to provide
insight into the student’s educational experience and help the reader to understand the
opportunities available to students in Costa Rica. The first finding of this study is that jobs
available in Costa Rica are influencing the instructional programs of schools and students are
being taught the skills needed to fulfill theses job demands created by multinational corporations.
The second major finding is that schools need adequate teacher training, materials, and
technology to fully integrate the science fair into their curriculum. Finally, the last major finding
associated with this study is that Costa Rica is committed to STEM education as a means of
improving the standard of living. This study contributes to the understanding of the national
science fair in Costa Rica and its importance in the development of graduates prepared to
compete in the knowledge-based global economy.

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CHAPTER ONE: OVERVIEW OF THE STUDY
Costa Rica has seen dramatic changes in the economic landscape as a result of
globalization. The country, once rooted in an agricultural market, shifted into one of high tech
industries, foreign direct investments and international trade (Biesanz, Biesanz, & Biesanz, 1999;
Clark, 1995; Cordero & Paus, 2008; Rodriguez-Clare, 2001). In 1984, a private, non-profit, non-
political organization known as la Coalicion Costarricense de Iniciativa de Desarrollo (CINDE)
was created with the mission of promoting foreign direct investment as a means of improving the
standard of living for the people of the country. CINDE paired with the Costa Rican government
to develop tax incentives and free trade zones to attract new multinational corporations to the
country. The work of CINDE can be credited with persuading Intel to invest in Costa Rica in
1996, which ultimately led to many other companies’ establishing a presence in the country soon
after. These new jobs created the need for trained workers; thus affecting the educational system
of the country (CINDE, 2012, Rodriguez-Clare, 2001).
Newly hired workers will be required to problem solve, collaborate, communicate and
use technology. As the country faces the challenge of producing students equipped with 21
st

century skills that can compete in a knowledge-based economy, the educational system,
corporate involvement in education, and government policies evolved as part of the process
(Intel, 2013; Rodriguez-Clare, 2001). Within the Ministry of Education, a large emphasis is
placed on science instruction and technology (Biesanz, Biesanz, & Biesanz, 1999; CINDE,
2012).
Schools are working to develop students’ 21
st
century skills so they will be prepared for
employment in one of the non-agriculture based jobs in the country. In Costa Rica, Project-
Based Learning (PBL) is one method used within classrooms (Intel, 2013). The country’s
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emphasis on science, technology, engineering, and math (STEM) is also evidenced by the
countrywide nationally mandated science fair for all students (Valencia, 2008). In order to be
competitive and continue to attract foreign direct investment, Costa Rica must ensure there are
enough skilled individuals to fulfill the jobs created by the MNCs in the fields of science,
technology, engineering and math (Rodriguez-Clare, 2001). The country’s emphasis on project-
based learning, STEM education and the nationally mandated science fair help create
knowledge-based workers who are prepared to compete for jobs in the global economy.
The aim of this study is to understand how globalization has affected the country of Costa
Rica, specifically in the area of STEM education. The introduction of multi-national
corporations in the country created a demand for skilled workers, which schools are now tasked
with helping to prepare. The Ministry of Public Education enacted policies requiring
participation by all students in a yearly national science fair. By completing observations,
interviews and surveys of government leaders, business leaders, educational leaders, science fair
participants and their respective teachers, this case study examined the students who have won
the science fairs, the methodologies used at the schools they attend, and how participation
influenced post high school education and career choices.
Background of the Problem
Countries across the world compete to prepare students for jobs in the global economy.
Countries that do not prepare their students for the technological advances and jobs of the future
will not be competitive in the global economy. In today’s world, individuals migrate to locations
where they are most likely to find employment and better wages (Chanda, 2007; Clifton, 2011).
If countries fail to create good jobs, unrest will occur (Clifton, 2011). To be successful in the
global market, graduates must be equipped with critical thinking and problem solving skills, the
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ability to collaborate, leadership, agility, adaptability, creativity, curiosity, as well as oral and
written communication skills (Wagner, 2008). Collectively, these skills are commonly referred
to as 21
st
century skills (Friedman, 2007; Wagner, 2008). It is essential that a country’s
educational system be top-notch and be able provide students with the skills they will need
beyond the classroom. This demand requires a partnership between business leaders, school
officials, policy makers and education institutions to see that the next generation is prepared for
the jobs ahead.
Costa Rica faces the task of producing skilled individuals with backgrounds in science
(CINDE, 2012). The jobs created in Costa Rica are mainly in technology and bio-medicine, so
the country placed a large emphasis on science, technology, engineering and math fields as a
way to ensure there are enough skilled workers for the opportunities that emerged as a result of
the multi-national corporations in Costa Rica (CINDE, 2012; Valencia, 2008).
The government of Costa Rica made a commitment to the educational system and is
heavily supported by multi-national corporations such as Intel. In addition to spending 7.2% of
its GDP on education, there are initiatives, such as the national science fair and the initiative to
teach all students English, that allow the country to flourish and provide suitable workforce for
the MNCs (CINDE, 2012). The commitment to education, paired with the continuing expansion
of MNCs in Costa Rica, provided citizens a higher standard of living than that found in other
Central American countries.
Statement of the Problem
Since the early 1980s, the country of Costa Rica underwent many changes due to
economic, political, and educational factors. In order to compete in an evolving global market, a
new economic strategic plan was implemented to attract high tech foreign direct investment
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(FDI). These multinational corporations 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 develop 21
st
century skills in science, technology, engineering,
and math (STEM) in order to prepare the next generation of workers.
Purpose of the Study
The purpose of this study is to examine the influence that globalization, foreign direct
investment, and multinational corporate responsibility have on the curriculum and practices in
schools through the perspectives of one student who won the national science fair and of those
who play significant roles in the educational institutions where he studied. Furthermore, the
relationship between STEM education and Costa Rican economic growth will be studied. This
study also examined how the mandated national science and technology fair influences the use of
project-based learning to build human capital and prepare students for 21
st
century jobs,
particularly in the fields of science, technology, engineering, and math.
The following questions have been investigated in this study:
1. To what extent do teachers implementing STEM curriculum trace their practices back to
the influence of policy, globalization, and multinational corporations? To what extent is
the economic growth of Costa Rica and STEM education related?
2. How has mandating the national science and technology fair participation influenced
implementation of 21
st
century skills through the use of project-based learning and use of
technology by teachers across all curricular areas? How has it impacted curriculum and
instruction?
3. How has the national science and technology fair policy changed the value for STEM
education for students, teachers, and educational leaders?
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Three frameworks were chosen to assist in analyzing data collected to answer the research
questions: Friedman’s (2007) framework of globalization, Wagner’s (2008) seven survival skills
for the 21
st
century, and Slough and Milam’s (2013) four design principles for project-based
learning (PBL) in the field of science, technology, engineering, and mathematics (STEM).
Significance of the Study
Evidence of globalization can be seen across the world. Costa Rica intentionally shifted
its economic, educational, and political policies to enable the country to be competitive in the
global economy as a means to better the standard of living for those who live there (Biesanz,
Biesanz, & Biesanz, 1999). After attracting foreign direct investments to the country, schools
were faced with the task of preparing students with the skills needed to be successful in this
knowledge-based economy (Wagner, 2008). This study examined some of the methods that
schools used to prepare workers for these new jobs. One method used in Costa Rica to develop
students 21
st
century skills is the implementation of the national science fair and the introduction
of project-based learning in the STEM curriculum of the country.
This study also analyzed the connection among the nationally mandated science fair and
the implementation of STEM project-based learning and development of 21
st
century skills in
classrooms using the framework of Wagner (2008) and Slough and Milam (2013). The actual
case study specifically focused on students who won the Intel Costa Rican National Science Fair
and the schools and teachers who helped to prepare them to excel in the fields of science,
technology, engineering, and math.
Political leaders, educational leaders, science fair organizers, school staff, and students
can use the findings of this study. By taking an in-depth look at the classroom preparation that
winning students received, stakeholders will gain a better understanding of not only how to
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prepare future students for the science fair, but also how the classroom activities and experience
prepare students for the global economy and enhance 21
st
century skills.
Limitations of the Study
Limitations for this study include the distance between the research team’s home base of
Los Angeles and the study location of San Jose, Costa Rica. The research group conducted
interviews and observations in Costa Rica within a 10-day time frame that limited the interaction
between the researchers and the study subjects. In addition, there are language barriers. Half of
the team is proficient in Spanish; however, there were some challenges with technical vocabulary
and terminology specific to the educational system or government that the team was not familiar
with. All documents and interviews were transcribed and translated. Although there are several
limitations, validity and reliability was achieved by collecting rich verbatim transcripts of the
participant’s actual thoughts in addition to triangulating the data by using many different
individual interviews and observations over various settings. The team collected data to reach a
saturation point where themes emerged to answer the research questions (Corbin & Strauss,
2009; Maxwell, 2013; Merriam, 2009).
Delimitations of the Study
This study was a continuation of a study started in 2012 by a thematic dissertation group
at USC in which a collaborative relationship with Intel Costa Rica was formed. Only schools
with students that have won the Costa Rica national science fair and gone on to participate in the
Intel international science fair (ISEF) were included as part of the study sample. The findings are
not generalizable, as the research is focused on a specific group of selected individuals and
schools (Merriam, 2009). Finally, there was no consideration for student socioeconomic status
or race.
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Assumptions of the Study
The following assumptions have been made throughout this study:
• Globalization and MNCs influence the educational system in Costa Rica.
• The science and technology fair policy is being implemented at schools in Costa Rica.
• Students are being prepared with 21
st
century skills through the use of STEM PBL,
influenced by the science and technology fair policy.
• The interview, survey, and observation protocols provided the research team with
accurate, reliable, and valid information about the practices and beliefs of schools and
leaders in Costa Rica.
• A qualitative approach is appropriate for this study.
Definitions of Terms
The following terms are utilized throughout this dissertation:
• Globalization – The economic integration of countries characterized by the spread of
people, ideas, customs, and products between nations (Spring, 2009).
• Foreign Direct Investment (FDI) – An investment by a company into another country as
a means to create a sustainable interest. FDI leads to international economic integration
(CINDE, 2012).
• Corporate Responsibility – The ideology that corporations will self-regulate and monitor
their activities to maintain compliance will all rules and regulations. This also includes
supporting local initiatives, giving back to local communities, and helping to better the
communities where they are located (Intel, 2013).
• 21
st
Century Skills – The skills needed to be successful in a knowledge-based economy.
Wagner (2008) defines these skills as critical thinking and problem solving,
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collaboration, agility and adaptability, initiative and entrepreneurship, effective oral and
written communication, accessing and analyzing information and finally curiosity and
imagination.
• STEM – The acronym STEM refers to science technology, engineering and math. The
highest percentage of new jobs created across the globe is in these fields (Langdon,
McKittrick, Beede, Khan, & Doms, 2011).
• Project-Based Learning (PBL) – A methodology used in schools to integrate STEM
education and support the development of 21
st
century skills. Students are engaged in an
extended inquiry process focused on complex authentic tasks or problems. The task or
problem is solved collaboratively and there are always more than one solution (Caprano,
Caprano & Morgan, 2013).
• Knowledge-based Economy – A country where knowledge, skills and technology are
used to produce jobs and provide economic benefit. Knowledge and education are assets
seen as having high value return (Wagner, 2008).
• Multinational Corporation – A corporation registered and operated in more than one
country that produces and sells in various countries (Monge-Gonzalez & Gonzalez-
Alvarado, 2007).
Organization of the Study
This study is divided into five chapters. Chapter 1 introduces the study and provides an
overview. The statement of the problem, purpose of the study, research questions, significance
of the study and key terms are included in this chapter.
Chapter 2 consists of the literature review. This chapter is made up of four sections. The
first section provides an overview of globalization and traces the impact of globalization on the
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country of Costa Rica. The second section outlines the educational system of Costa Rica. The
third section focuses on 21
st
century skills, STEM, and Project-Based Learning (PBL). Finally,
the fourth section focuses on science fairs and Costa’s Rica’s initiative to promote science. The
frameworks used for this study are Thomas Friedman’s (2007) three eras of globalization, Tony
Wagner’s (2008) 21
st
Century skills, and Slough and Milam’s (2013) four design principles of
PBL.
Chapter 3 presents the methodology used in this study. Included are a description of the
qualitative design and an overview of the case study methodology. The research team,
population, study sample, and instrumentation to be used are discussed in this chapter. Finally,
the methods for collecting and analyzing data as well as the ethical considerations for this study
are included.
Chapter 4 presents research findings from the data collection. This chapter identifies
themes in the data with regards to each research question and framework.
Finally, Chapter 5 summarizes the study’s findings and includes implications for further
research.

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CHAPTER TWO: REVIEW OF LITERATURE
Costa Rica saw dramatic changes in the economic landscape as a result of globalization.
The country, once rooted in an agricultural market, shifted into one of high tech industries,
foreign direct investments and international trade (Clark, 1995; Cordero & Paus, 2008;
Rodriguez-Clare, 2001). New jobs created the need for trained workers; thus affecting the
educational system of the country (CINDE, 2012, Rodriguez-Clare, 2001). Newly hired workers
will be required to problem solve, collaborate, communicate and use technology. As the country
faces the challenge of producing students equipped with 21
st
century skills that can compete in a
knowledge-based economy, the educational system, corporate involvement in education, and
government policies evolved as part of the process (Intel, 2013; Rodriguez-Clare, 2001). Within
the Ministry of Education, science instruction and technology are emphasized greatly (Biesanz,
Biesanz, & Biesanz, 1999; CINDE, 2012).
This study will specifically look at the introduction of the country wide mandated science
fair for all students and examine the Project Based Learning (PBL) strategies that are used within
classrooms to provide students with the tools needed to be successful in the science fair and
increase their participation and interest in STEM related jobs. In order to be competitive, Costa
Rica must ensure that there are enough skilled individuals to fulfill the jobs that created by the
MNCs in the fields of science, technology, engineering and math (Rodriguez-Clare, 2001). In
order to accomplish this goal, the country focused on the educational programs offered in public
schools across the country (Biesanz, Biesanz, & Biesanz, 1999; CINDE, 2012).
This literature review consists of four sections. The first section provides an overview of
globalization and traces the impact of globalization on the country of Costa Rica. The second
section outlines the country’s educational system. The third section focuses on 21
st
century
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skills, STEM, and Project Based Learning (PBL). Finally, the fourth section focuses on science
fairs and Costa’s Rica’s initiative to promote science. The frameworks used for this study are
Thomas Friedman’s (2007) three eras of globalization, Tony Wagner’s (2008) 21
st
Century
skills, and Slough and Milam’s (2013) four design principles of PBL.
Globalization
In order to understand the impact of globalization in Costa Rica, it is important to
understand the significance of globalization around the world. As man evolved, more countries,
including Costa Rica, entered the competitive global economy, changing the educational needs
and economic profile of the country (Rodriguez-Clare, 2001). Over the past fifty thousand years,
the world evolved into a place where individuals and countries no longer work in isolation;
instead, global trade and innovation lead to worldwide partnerships, investment, and economic
prosperity (Chanda, 2007). This spread of ideas and the rise of the rest of the world made it
possible for individuals to compete, connect, and collaborate across the globe, thus improving
the potential of all humans (Friedman & Mandelbaum, 2011). Competition across the globe
improved opportunities for individuals, enhanced the lives of many, and, ultimately, changed the
face of the planet and how individuals survive and live their lives. This evolution, while gradual
over thousands of years, had a tremendous impact on the earth and its inhabitants.
Globalization began in the late ice age when a small group of individuals left Africa in
search of food and security. Over time, individuals took different paths, settled in different areas
and established various cultures and languages. When the ice age ended, these various groups of
individuals reconnected and shared ideas and goods for the benefit of everyone (Chanda, 2007).
Throughout history, as individuals became more sophisticated, the interconnectedness of groups
and the dynamics of the world changed, which also brought problems such as slavery, disease,
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greed, and war. Despite the economic growth and integration of countries around the world,
there are many who argue that globalization ruins the planet and undermines basic human nature
(Chanda, 2007). Globalization brought advancements and opportunities for improvement to
many countries that otherwise had no means to compete with industrialized nations.
Friedman (2007) describes globalization as occurring in three distinct eras, the first and
second driven by western societies gaining wealth and power through trade and multinational
corporations, and the final, current era, shaped by developing countries with a drive to better
their standard of living. In the first era, from the 1400s to 1880s, the western world produced
science, technology, commerce, capitalism, agriculture and industrial revolutions. In the second
era, from the 1880s to the 1900s, the world was marked by the rise and dominance of the United
States as a superpower. Currently, we are in the third shift, which is marked by global growth
and dispersed power and influence (Zakaria, 2012). This most recent shift opens the doors for
non-western countries to have greater influence on world affairs and matters. The end of the
cold war in the 1990’s marked the acceleration of globalization. The rest of the world looked to
achieve the American dream and, with that, brought a cheap highly skilled labor force across the
globe (Friedman & Mandelbaum, 2011). Countries such as Costa Rica now had opportunities to
compete in the global market and improve the lives of their citizens.
Around the year 2000, a series of events changed the face of the world, leveled the
playing field, and allowed countries to compete in a global economy. Friedman (2007) refers to
this as the triple convergence. First, the widespread introduction of the Internet, fiber optics,
sophisticated software, and the sharing of ideas, allowed for outsourcing of jobs to other
countries. Places such as India had the intellectual power and cheap labor force to engage in
work opportunities that previously did not exist. Next, as these new opportunities emerged,
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individuals in these countries developed the habits, skills and processes to get the most out of the
opportunity, thus providing new companies a qualified work force. Finally, the free flow of
ideas and ability to communicate virtually allowed for countries such as China, India, and the
former Soviet Union to enter the global market (Friedman, 2007). Without the introduction of
technology and the Internet, which created new jobs and opportunities across the globe, the
landscape and economic position of many countries would not have prospered at the rate it did.
In order to understand Globalization and the impact on Costa Rica, the following sections
provide insight into how and why Costa Rica evolved to compete in a global economy.
Jobs in the Global Market
There are many reasons individuals want to work and countries compete to attract the
best and brightest talent as well as provide incentives to attract foreign direct investments. A
Gallup poll conducted across 150 countries in 2005 found that what the world wants most is a
good job (Clifton, 2011). People used to desire money, love, shelter, food, peace, and freedom.
However, today’s adults simply desire a good job and a job for their children where they can
work at least 30 hours a week. Currently, there are approximately 1.8 billion people who desire
a good job but cannot find one. Jobs lead to prosperity and improve the quality of life for society
as a whole (Clifton, 2011). In the past, individuals migrated for basic necessities such as shelter
and food. In today’s world, individuals migrate to locations where they are most likely to find
employment and better wages (Chanda, 2007; Clifton, 2011). If countries fail to create good
jobs, unrest will occur (Clifton, 2011). A flourishing economy benefits everyone.
Clifton (2011) describes how individuals prosper and evolve when free enterprise - the
ability to create anything you want - is present in the nation. In the past, this is what made the
US attractive to the outside world. Modern human development was based on the pro-
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democracy, pro-jobs, and pro-free-enterprise ideologies present in the US for the past 100 years.
Having the largest Gross Domestic Product, the US was once the envy of other nations,
consequently creating a moral and economic obligation to the rest of the world, as everyone
benefitted from the success; however, this authority quickly diminishes as other countries gain
prosperity in other ways, and the United States loses ground (Clifton, 2011).
When the gross domestic product (GDP) falls, jobs are not created and citizens do not
work, ultimately affecting a country’s Gross National Wellbeing (GNW). Currently in the US,
as the GDP declines, there is a direct correlation to the declining of the GNW. There are 30
million American currently unemployed or underemployed (Clifton, 2011). While this takes
place in the US, there are many countries such as China, India, and Japan, which see gradual
increases in their GDP and are viewed as more desirable locations for individuals wishing to live
the life once known as the American Dream (Clifton, 2011; Friedman & Mandelbaum, 2011).
These changes in individual habits and ideologies are all a direct result of globalization. The
challenge will be encouraging developing countries such as China and India to develop open
door policies that will allow the rest of the world to benefit from their new found prosperity
(Chanda, 2007). In Costa Rica, the government committed to democracy, jobs, and education
and, consequently, the GDP rose and the country gained status in the global economy.
Societies able to create profitable, sustainable jobs will flourish, while those unable to
offer competitive global employment will experience turmoil, instability and failure (Chanda,
2007; Clifton, 2011). In countries such as China, the onset of new markets lifted 400 million
people out of poverty (Zakaria, 2012). The integration of the world improved the lives and
standard of living for many. However, it continues to widen the gap between the wealthy and the
poor, as approximately one-third of the world continuing to live in poverty (Chanda, 2007).
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For better or worse, globalization had an impact on the entire world (Chanda, 2007). It
is projected that the next economic empire will not be that of the most powerful military. Rather,
this empire will arise wherever the most talented people plan to migrate to (Clifton, 2011). Even
multi-national corporations move locations to take advantage of incentives and a skilled work
force (Zakaria, 2012). This phenomenon makes it necessary for the US to examine opportunities
and determine how the nation can raise the GDP to create good jobs to attract the most talented
work force (Clifton, 2011). Friedman and Mandelbaum (2011) recommend that the US focus on
high-paying, high-productivity manufacturing and support entrepreneurship and education in
order to compete in the global market. These recommendations are exactly what Costa Rica has
been doing in order to gain status in the global world.
Currently, the United States is falling behind due to cockiness and complacency
(Friedman & Mandelbaum, 2011). Goods are less expensively produced in developing
countries, helping to improve the standard of living there while at the same time providing
cheaper goods and freeing up capital and workers in developed nations to engage in more
sophisticated work. Countries like Costa Rica taking advantage of these conditions.
Competition for newly created entry level jobs will raise the standard of living in third world
countries, and the same will hold true in the United States with the absence of lower paying jobs
(Friedman, 2007). The US can benefit from a richer, more dynamic world (Zakaria, 2012). The
United States failed to adapt to the global changes of the world and stopped investing in the
things that shaped the country: education, infrastructure, research and development, allowing
other countries to catch up in terms of wealth and prosperity (Friedman & Mandelbaum, 2011).
Understanding how globalization changed the face of the earth and, specifically, the
United States provides insight into how Costa Rica’s political, educational, and business leaders,
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23

can collaborate to continue to build an economic empire in Central America. Costa Rica is
unique in that there is a desire and willingness of government officials to work with outside
companies to better the standard of living for all. The majority of the country, regardless of
political affiliation, believes that education is an asset and think favorably of the country’s shift
from an agriculture-based economy to a knowledge-based economy.
Globalization in Costa Rica
In order to understand how globalization affected Costa Rica, it is important to trace the
roots of the country and examine the systems the country established to make the area desirable
for Foreign Direct Investments. This section describes how Costa Rica went from a land of
coffee and bananas to one of high-tech industry, and how the educational system of the country
evolved to meet the needs of the businesses hiring the graduates. The building of a railroad was
the catalyst for Costa Rica to export products and conduct business globally. A means of
transportation, easy access to shipping routes, an established school system, and a government
willing to provide incentives to foreign investment all lead to the expansion beyond agriculture
and the partnership between the country and many multi-national companies. These factors
combined allowed Costa Rica to improve the standard of living for all and gain recognition in the
global economy.
Costa Rica has many significant traits that naturally make it easier to shift the economy
and compete globally. Costa Rica places a strong emphasis on education for development and
democracy (Rodriguez-Clare, 2001). When Costa Rica gained its independence from Spain in
1821, the country elected a president who was instrumental in building houses, schools, and
providing free land to anyone who wanted to farm. This was the onset of the coffee revolution in
Costa Rica (Daling, 2002; Wilson, 1998). Although there was a separation between wealthy
GLOBALIZATION

24

farmers selling to Britain and small local farmers, coffee was the source of survival for most
citizens. Even citizens without land were able to make a living in the industry (Daling, 2002).
The coffee market, paired with the limited number of indigenous workers led to economic
development (Wilson, 1998). High wages attracted workers from other Central American
counties and kept the country from suffering civil unrest. Coffee controlled Costa Rica, giving
powerful farmers the upper hand in politics and policies (Daling, 2002).
The coffee boom led to an expansion of the government as well as exportation to Europe.
Because coffee was the lifeline of Costa Rica, both the government and citizens banded together
to protect the interests of the coffee business (Booth, 1998; Daling, 2002). In 1871, the
government contracted with a British company to build a railroad connecting the country to the
port cities on the Atlantic Ocean. (Booth, 1998) This created a demand for workers and opened
the door to foreign investors as well as railway builders from Europe, China and the Caribbean.
By 1890, coffee made up 90% of the goods exported (Booth, 1998; Daling, 2002). Although
significant in the development of Costa Rica, today, coffee is of less importance and only
represents a small portion of the economy due to the introduction of the railroad.
Impact of the Railroad. In 1883, the government contracted with an American
company to complete the railroad and also gave a 99-year lease on the land along the tracks
(Wilson, 1998). The railroad opened the doors to a new industry of bananas, which was
controlled completely by foreign investors working on the railroad (Booth, 1998; Mitchell &
Pentzer, 2008; Wilson, 1998). This company, United Fruit, was the first foreign investment the
Costa Rica government allowed to benefit from the land and resources. These investors paid no
money to the government and brought in a new labor force from the West Indies. Although there
was some corruption that ensued from the banana industry, it came at a time when the coffee
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25

industry was slowing, and helped to continue improvements in transportation, communication,
and diversity of people (Cordero & Paus, 2008; Wilson, 1998). While other countries were at a
stall, Costa Rica improved its industries and provided a good living for members of the society
(Booth, 1998; Wilson, 1998).
Both World War I and II directly affected Costa Rica’s export market because countries
in Europe were not buying coffee and bananas. Exports fell 50 percent, leading to financial
instability of the farmers and the government (Mitchell & Pentzer, 2008). Nearly 2/3 of the
population of Costa Rica worked in the agriculture industry (Wilson, 1998). During this time,
the government initiated programs that loaned money to small farmers; however, the country still
suffered economic instability. By the end of 1944, the number of firms exporting coffee reduced
from 193 to 19, with 6 American firms controlling 80 percent of the export market. After World
War II, the government of Costa Rica focused on social and economic development by
increasing taxes, investing in education, diversifying the economy, nationalizing the bank, and
improving local infrastructure to ensure that Costa Rica’s well-being would no longer be
dependent on one industry. These steps helped Costa Rica maintain an annual average growth
rate of 6 percent, keeping poverty low while maintaining education and social services (Mitchell
& Pentzer, 2008). Costa Rica also abolished its army and concentrated on social and political
stability, traits that were non-existent in other Latin American countries (Cordero & Paus, 2008).
Diversifying the Market. As the government of Costa Rica looked to diversify the
market and expand business ventures in the 1970s and 1980s to promote the domestic production
of manufactured goods, the country joined the regional trade organization known as the Central
American Common Market. Costa Rica did not want to rely on agriculture exports. The
government also increased its role in other autonomous organizations, becoming a source of
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26

internal conflict. By the 1980’s the country was suffering the consequences of poor economic
management of the 70’s and civil wars in the country (Cordero & Paus, 2008; Mitchell &
Pentzer, 2008). This crisis led to the intervention of international financial institutions such as
the International Monetary Fund (IMF), the World Bank, and The United States Agency for
International Development (USAID) (Mitchell & Pentzer, 2008; Wilson, 1998).
Foreign Direct Investment and MNC in Costa Rica. USAID played a major role in
helping to reestablish Costa Rica and develop the economy. The organization promoted non-
traditional exports, created private agriculture colleges, and assisted with social services through
the creation of an Institution known as the Coalition for Initiatives in Development (CINDE) that
was created in 1983. These supports helped Costa Rica rebuild its services and regain strength
as a nation by promoting free trade zones, writing laws supporting exportation and promoting
foreign direct investments in the country. (Clark, 1995; Cordero & Paus, 2008; Mitchell &
Pentzer, 2008; Rodriquez-Clare, 2001). CINDE’s success lied in its non-profit, non-political
nature, which allowed the organization to develop a long term economic strategy that would not
be affected by changes in the government (Clark, 1995; Cordero & Paus, 2008; Rodriguez-Clare,
2001). With the assistance of CINDE, Costa Rica attracted foreign direct investments and non-
traditional agriculture exports by offering tax breaks to industries entering Costa Rica (CINDE,
2012; Mitchell & Pentzer, 2008; Rodriguez-Clare, 2001).
CINDE was instrumental in writing the laws that attracted FDI to Costa Rica. In 2011,
86% of exported goods were covered under a free trade agreement, making Costa Rica very
enticing to businesses and corporations looking to set up new factories (CINDE, 2012).
Companies setting up in Costa Rica were granted the right to import all of their goods tax free
and avoid income taxes for eight years, then paying 50% for the following four years. In
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27

addition, companies were given a 10% subsidy based on the value of their exports to compensate
for the deficiencies and monopolies of the country (Rodriguez-Clare, 2001). Although the tax
laws and incentives are enticing to companies, Costa Rica has also been successful in attracting
multi-national corporations (MNC) due to the collaboration of different entities to support a
knowledge-based economy (CINDE, 2012; Rodriguez-Clare, 2001). Without the infrastructures
or skilled workers, this would not be possible.
With its onset, CINDE was involved in a very diverse range of services, markets and
non-traditional export programs; however, in the early 90’s CINDE was suffering from financial
limitations and was no longer being funded by USAID, so the organization focused efforts in the
tele-communications and electronics industry (Clark, 1995; Cordero & Paus, 2008; Rodriguez-
Clare, 2001). Costa Rica promoted itself to FDI as having a highly educated, cheap labor force,
widespread knowledge of English, low levels of corruptions, a developed legal system, a stable
democratic government, and a good quality of life for foreign investors. In the early 90’s, as
CINDE began to understand the electronics industry, they were attracting companies such as
Sawtek, Merrimac, and Remec. By 1996, CINDE had convinced Intel to select Costa Rica as the
location for their newest microchip assembly and testing plant (Rodriguez-Clare, 2001). The
efforts of one small non-profit organization made a mark and changed the face of the Costa
Rican economic development strategy.
The Impact of Intel in Costa Rica. Intel’s decision to invest in Costa Rica greatly
affected the standard of living in the country as well as the GDP, and created opportunities for
neighboring countries. By December 1999, the company had pushed 390 million dollars into the
country and hired 2,200 workers. In 2001, Intel expanded their operations by creating the Latin
American Engineering Servicing Group (LAES) and hiring 28 engineers from Costa Rica and
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28

neighboring Latin American countries. At this time, Intel was generating one-quarter of the
country’s exports (Monge-Gonzalez & Gonzalez-Alvarado, 2007). In December of 2005, Intel
employees averaged wages of 836 US dollars per month, as compared to 491 US dollars in other
manufacturing jobs (Monge-Gonzalez & Gonzalez-Alvarado, 2007). Intel’s involvement in
Costa Rica made the destination highly desirable for other MNCs. By 2006, Costa Rica housed
51 foreign companies in the electronics industry (Cordero & Paus, 2008).
The transition from an agriculture-based economy to a technology and information based
economy opened opportunities for Nicaraguans in Costa Rica to work the land. Agriculture jobs
that were undesirable to educated citizens in Costa Rica are now providing an increased wage
and improved living conditions for migrant workers who came from Nicaragua (Gindling, 2009).
The introduction of MNCs in Costa Rica is an example of how globalization benefitted and
improved the lives of individuals around the world.
Foreign direct investment in Costa Rica is the backbone to the country’s sustainability
and growth. The inflow of FDI rose from 40 million dollars in the 1980s to 416 million dollars
by 2005. Sixty-eight percent of foreign investment was in the field of manufacturing electronics
and medical equipment. Costa Rica’s ability to attract FDI is due to the country’s location, the
investment in human capital and infrastructure, and tax incentives (Cordero & Paus, 2008).
It should be noted that there has been recent criticism that Costa Rica is not doing enough
to improve their knowledge-based assets or technological advancements. When MNCs began
setting up operations in the country in the 90s, there was already a high literacy rate and schools
were known as being the best in Latin America. Little overall progress has been seen to remain
academically competitive with China and India. Proponents believe that the limited investments
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29

or advancements in education are due to the absence of government funds to invest in education
as a result of MNCs tax exemptions (Cordero & Paus, 2008).
Companies such as Intel invested privately in the Costa Rican education system. The
company developed teacher science and technology trainings, donated computers to classrooms,
and set up model schools in the country (CINDE, 2012). Intel integrated a state of the art
volunteer program into Costa Rica with seventy-five percent of employees volunteering their
time in local community organizations and schools (Intel, 2013). In addition, Intel established
contracts with the University of Costa Rica and the Technological Institute of Costa Rica to
develop curricula for technical careers with the goal of producing knowledge-ready workers who
can support the expansion of the technology field in the country (Cordero & Paus, 2008). In
2001, Intel invested almost 3 million dollars into the Costa Rican educational system (Monge-
Gonzalez & Gonzalez-Alvarado, 2007). The partnership between Intel and Costa Rica has been
a win-win for both the business benefitting from the tax exemptions and the country benefitting
from jobs with increased wages and support to the local schools and universities, although there
are many other large MNCs that are not committed to providing the addition support and
monetary contributions to better the knowledge base of the country.
According to Cordero and Paus (2008) the overall introduction of foreign direct
investments in Costa Rica led to no significant advancements in the knowledge-based workforce.
The shortage of a highly developed labor force or individuals with PhDs made research and
development almost non-existent in Costa Rica. Instead, MNCs conduct their development in
Asia or America (Monge-Gonzalez & Gonzalez-Alvarado, 2007). Costa Rica’s liberal tax
policies with respect to foreign investment made it impossible to finance the very infrastructures,
educational development and services that made the country attractive and desirable to
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30

companies that moved their production here in the 90s. With the tax exemptions expiring in
2008, the government of Costa Rica must now determine the balance between collecting taxes to
fund systems and programs that will keep the country knowledge-competitive while not driving
away investors to other parts of the world (Cordero & Paus, 2008).
A study carried out by Monge-Gonzalez and Gonzalez-Alvarado (2007) found that
MNCs were over 90% satisfied with their employees’ skills in the areas of email, internet
searches, database managing, word processing and basic office skills; however, the satisfaction
decreased in the areas of problem solving, science and math skills, business administration skills,
and foreign language skills. Employers were only 58% satisfied with their Costa Rican
employees’ ability to problem solve, 48% satisfied in their employees math and science skills,
36% satisfied in business administration sills, and 9% satisfied in their employees’ foreign
language skills. This study concludes that Costa Rica will need to improve the knowledge-base
of their workers if they wish to be presented with more sophisticated opportunities by the MNCs
established in the country (Monge-Gonzalez & Gonzalez-Alvarado, 2007). These statistics
prove challenging to the country as they attempt to refine both public education and the
university system to ensure there are workers with the skillset and capacity to successfully fulfill
the STEM jobs available in the country.
Costa Rica, once an agrarian society, implemented an economic policy that attracted
foreign direct investments into the country, ultimately creating jobs for the people who live there.
These jobs require skills that many students lacked prior to the arrival of the MNCs. With the
support of the national government and the ministry of public education, the country
implemented strategies such as a national science fair, and project-based learning to help prepare
students for jobs in a knowledge-based economy. Along with the commitment of the
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31

government and education department, Intel, one of the many MNCs established in Costa Rica,
provided ongoing monetary support and training to improve the education system and ensure that
tomorrow’s workers are prepared for the jobs created.
Education System of Costa Rica
The education system of Costa Rica is vital to preparing students for jobs in the high-tech
industry and for competing in a global economy. Public school in Costa Rica ranks 21
st
in the
world, and the country has a 96.1% literacy rate (Americas Society and Council of the Americas,
2011; CINDE, 2012), thereby creating an available workforce more educated than that of
neighboring countries. This was very desirable to MNCs looking to invest around the world
(Rodriguez-Clare, 2001). Although education has been a priority of the country since the 1800s,
the 1949 constitution mandated education and guaranteed free access from pre-school through
high school (Biesanz, Biesanz, & Biesanz, 1999; Mitchell & Pentzer, 2008). The constitution
requires that the government contribute at least 8% of the GDP to education (CINDE, 2012).
Education in Costa Rica is directed through the Ministry of Public Education, a
subsection of the national government. The country is divided into 9 regions; however, all major
decisions are made centrally. The president appoints the education minister, and there are,
typically, new agendas and initiatives adopted with each new presidential cabinet (Biesanz,
Biesanz, & Biesanz, 1999). Education in Costa Rica consists of preschool, which is somewhat
uncommon, half-day kindergarten and then nine years of basic education broken up into three
cycles. Grades 1-3 and 4-6 are considered primary school and grades 7-9 are considered
secondary school. Once students complete 9
th
grade, they can select either a two year academic
cycle that prepares them for the university or a three-year technical program that prepares them
for a career (Biesanz, Biesanz, & Biesanz, 1999; CINDE, 2012). Costa Rica has one of the
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32

shortest schools years in the world with 176 actual instructional days; however, school is
frequently cancelled for sporting events, teacher meetings, holidays, and festivals, decreasing the
actual instruction time even more (Biesanz, Biesanz, & Biesanz, 1999).
Challenges to the Education System in Costa Rica
Educational programs in Costa Rica face some of the same challenges of the United
States. The Ministry of Public Education spends 98% of its budget on salaries, leaving little for
supplies or school upkeep. Many in Costa Rica believe that, despite the 96% literacy rate, the
education system is in decline and that there is a disconnect between what is taught in school
and the expectations at the University (Mitchell & Pentzer, 2008). The country also has a high
drop-out rate in that 20 to 30 percent of students never complete school (American Society and
Council of the Americas, 2011). In 2006, of the 89,000 17 year olds, only 36,000 were in school
(Mitchell & Pentzer, 2008). While the Ministry of Education promotes active learning and
project-based learning, many teachers continue to teach in traditional ways because the
assessment that students must pass to receive their diploma is based on knowing facts, not
explaining reasoning (Biesanz, Biesanz, & Biesanz, 1999). Currently, the country faces with the
challenge of producing enough skilled workers to meet the job demands created by the
introduction of MNCs into the country.
Educational Initiatives
In order to produce skilled workers to meet labor demands, Costa Rica enacted several
initiatives to develop knowledge-based workers needed by MNCs. First, there is a focus on
teacher training in teaching English. Students will not learn the language proficiently if
educators not proficient in the language instruct them (Americas Society and Council of the
Americas, 2011). Next, the national plan known as Costa Rica Multilingual is based on the
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premise that all individuals in a global society must be able to read, write and speak English.
The goal is proficiency by 2017. This will be accomplished through revising programs and
methodologies, teacher training, training for professionals, and additional student certification
programs (CINDE, 2012). Finally, the Ministry committed to computer proficiency. By 1996,
all classrooms in Costa Rica had computers (Biesanz, Biesanz, & Biesanz, 1999). In addition,
computers were to be used as instructional tools for research, not just as a mechanism to continue
teaching through traditional methodologies (Rodriguez-Clare, 2001).
Universities in Costa Rica
Costa Rica is home to four public universities, and the University of Costa Rica is
considered one of the best. Tuition at the public universities is subsidized by the state and
students pay based on income. There are also 53 private universities which are considerably
more expensive than public universities (Biesanz, Biesanz, & Biesanz, 1999). A follow-up study
of recent university graduates from 2000 to 2007 found that 93% of respondents are working,
and 60.4% of graduates are working in their field of study. The majority of those contracted
work in the public sector and are happy with their work (CONARE, 2013).
Monge-Gonzalez & Gonzalez-Alvarado, 2007, estimate that, although Costa Rica has a
large university system, as compared to other Latin America countries, in order to maintain its
human development level and achieve greater economic development, the number of students
attending universities would need to double. In 2004, most degrees were awarded in the areas of
economic sciences, education, and social sciences. The fields of computer science and
engineering ranked 7
th
and 10
th
in graduate fields (Monge-Gonzalez & Gonzalez-Alvarado,
2007). While Costa Rica continues to produce college graduates, there is a shortfall in the areas
of STEM, which are needed to help the country transition to a knowledge-based economy.
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Commitments to Education
In addition to the Universities, there are other programs attempting to produce skilled
workers and contribute to the knowledge-based economy. One such program is an alliance
between the Ministry of Education and the Omar Dengo Foundation that has a goal of
developing children’s information and communication technologies abilities through an
Educational Computing Program (ECP). The program started in 1988, covering 61,570
elementary students in 57 schools. By 2006, the program had expanded to reach nearly 53% of
all elementary aged children (Monge-Gonzalez & Gonzalez-Alvarado, 2007). The goal of
programs such as this is to invest in students at a young age to keep them interested and to
prepare them for the future workforce.
In addition to being the first large FDI that committed to setting up operations in Costa
Rica, the company also committed to supporting the growth of the educational system. Intel
invests over one million US dollars annually to promote 21
st
century skills in the classrooms of
Costa Rica. The Intel Teach program trained more than half of the teachers in Costa Rica on
how to integrate technology in their classrooms, and the company also set up 20 model schools
providing computers and teacher training to promote 21
st
century skills and focus on the areas of
STEM (Intel, 2013; Monge-Gonzalez & Gonzalez-Alvarado, 2007) . Costa Rica is also home to
two Intel Computer Clubhouses. The clubhouses provide access to 1,500 underserved students
who would otherwise not have access to computers. The computers at the clubhouse are used to
help students acquire problem solving and technology skills through work on robotics,
conversational English, graphic design and fashion. Finally, Intel donated industrial robots and
specialized machinery to twenty-one different technical schools to allow students practice and
preparation for the jobs available once they graduate. They also continue to train teachers to
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35

improve the quality of science and math education in the country (Intel, 2013). Although Intel
benefits from the tax exemptions in Costa Rica, the company takes an active role in transforming
the educational system and helping public schools prepare students for the jobs available after
they graduate (Monge-Gonzalez & Gonzalez-Alvarado, 2007).
Intel Costa Rica maintains an active relationship with the University of Costa Rica and
the Costa Rican Technological Institute to provide support for teacher training programs as well
as develop curriculum in STEM areas (Cordero & Paus, 2008). Since Intel began hiring
workers, there has been an increase in the fields related to jobs available with Intel, such as
engineering. In 1998, Costa Rica had 60 engineering graduates in the country. In 2005, there
were 200 engineering graduates ((Monge-Gonzalez & Gonzalez-Alvarado, 2007). Examples
such as this evidence the fact that MNCs, such as Intel, have been both directly and indirectly
involved in transforming the country and improving the educational system of Costa Rica.
Globalization in Costa Rica is evidenced by the shift in economic strategy and supported
by changes in the country’s education system. In this small Central American country, future
prosperity and global competitiveness will only be possible if workers produced through the
school system are able to successfully fulfill the jobs created. If companies are not able to
sustain a viable workforce, they will be forced to move their operations elsewhere. Costa Rica is
aware of this possibility and made a concerted effort to produce knowledge-based workers. The
school system, with the support of universities and MNCs, are implementing strategies to ensure
their students are prepared for the 21
st
century by specifically focusing on science, technology,
engineering, and math; however, this task is a large undertaking. The following section
discusses STEM education, 21
st
century skills and project-based learning, all strategies that Costa
Rica incorporated into the education system.
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21
st
Century Skills, Science, Technology Engineering, and Math (STEM) and Project-
Based Learning (PBL)
Jobs of today call on individuals to be critical thinkers and problem solvers. Costa Rica
faces the challenge of producing graduates equipped with the skills to compete for the jobs
available in the country. When surveyed, the number one skill that employers want in a worker
is the ability to think and ask questions (Wagner, 2008). The absence or presence of skills such
as critical thinking, problem solving, communication, collaboration, creativity, financial and
health literacy, and global awareness will separate those prepared to work from those who are
not successful in 21
st
century work opportunities (Kay, 2009). These are the skills that must be
taught in school if a nation hopes to stay competitive in the global market. Currently, there is a
growing gap between what students are taught and what students need to be successful in a
global economy. Countries such as India, China, and Singapore transformed their schools to
enhance creativity and increase intellectual capital; however, US schools failed to do this
(Wagner, 2008). This lag by powerhouse countries allowed smaller, less developed nations, such
as Costa Rica, the opportunity to catch up educationally and provide a new, willing and able
workforce. The following sections describe the skills needed to be successful in the 21
st
century
and the STEM movement. Finally, this section describes the PBL strategy widely used in Costa
Rican schools to teach STEM subjects and develop students’ 21
st
century skills.
21
st
Century Skills
Success and integration into a knowledge-based economy requires individuals to navigate
and possess skills that will be used in college, career and as a member of the society at large.
Tony Wagner (2008) describes seven survival skills that are essential to being productive in the
21
st
century global knowledge economy. First, individuals must be able to think critically and
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37

problem solve. This skill involves being able to analyze why problems started, and how they
changed over the course of time. Problems of today must be analyzed using a systematic
approach and are much different than those of the past. Next, individuals must collaborate and
show signs of leadership. The intermingling of different countries and cultures called on a
heightened awareness and sensitivity. The third trait is agility and adaptability. With the rapid
speed of information transmission and constant changes occurring throughout the world, today’s
learners must be flexible, resourceful, and comfortable with disruption. Additionally, citizens
ready for the knowledge-based economy must take initiative and be entrepreneurial in spirit.
Innovation and efficiency are demanded by the world, so those successful will be individuals
who can enhance and improve ideas that are already developed (Wagner, 2008).
Survival in the global economy will also require individuals to possess superior written
and oral language skills. Being able to express new ideas and the ability to defend a position are
critical to staying competitive. Next, individuals must be able to think, access and analyze
information and data. With the widespread use of technology and easy access of information,
being able to synthesize and interpret large amounts of information to make informed decisions
will be key in being successful. Finally, learners of the 21
st
century must be curious and have
imagination. Students of today will be asked to perform jobs tomorrow that do not currently
exist. Being successful will necessitate the ability to process information, make informed
decisions, and be articulate, mindful and collaborative. With the global competition, learners
must be motivated to be the best and produce the best products and services or they will not be
successful in a global economy (Wagner, 2008). Schools faced the challenge of not only
providing access to the content, but also building students’ soft skills so that they do possess
these seven survival skills.
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Figure 1 below represents the difference between 20
th
century learning and 21
st
century
learning. Learning in the last century consisted of teaching students core subjects and then
assessing for proficiency. Today’s students must be prepared to use technologies not invented to
compete for jobs that are yet to exist (Partnership for 21
st
Century Skills, 2006; Wagner, 2008).
In order to prepare today’s students they must not only have knowledge of the core subjects, but
must also have life and career skills, information, technology and media skills, and possess
learning and innovation skills (Partnership for 21
st
Century Skills, 2006). Students are most
successful when they are taught how to learn in addition to the content itself (Darling-Hammond,
2010). Today’s students who will be successful in tomorrow’s global economy must know how
to think and solve problems (Wagner, 2008).

Figure 1. Frameworks (Partnership for 21
st
Century Skills, 2006)
The classrooms of the 21
st
Century require students to plan their learning, collaborate and assess
their own understanding. Projects, presentations and portfolios are used to demonstrate content
mastery (Bell, 2010). The Internet made information readily available and 21
st
century learners
are tasked with differentiating and analyzing sources for quality. This skill coincides with

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employers’ desire to have workers who can collaborate, communicate, and problem solve at a
global level (Greenstein, 2012). Research suggests that students who engage in PBL activities
and classrooms score higher on standardized tests as compared to traditionally educated peers;
however, standardized tests do not measure the 21
st
century skills needed to compete for the jobs
of tomorrow in a global society (Bell, 2010).
Today’s educational system is based on assessment results and a broad range of academic
content. The schools, curriculum, and methodologies are outdated and do not provide students
with the skills needed to compete in the global economy (Wagner, 2008). Christensen et al.
(2010) argue that all schools have the goal of maximizing human potential, facilitating
democracy, teaching skills and attitudes that will contribute to a prosperous economy and,
finally, instilling openness to diversity. Although schools all have a similar goal, they failing at
meeting the goals because they are unable to keep students motivated (Christensen et al., 2010;
Wagner, 2008).
Students are accustomed to instant gratification, easy access to information, and an
abundance of technology and social stimuli which, in turn, created a new style of learner. As a
result of the technology wave of the last 15 years, students of today are impatient, prefer
technology to textbooks, and are skilled at multi-tasking (Wagner, 2008). The US is at a
disadvantage compared to many other countries because the idea of global prosperity is not
intrinsically motivating and there is no shared belief that the country on a whole needs to
compete or do better than our global competitors (Christensen et al., 2010). In addition,
education is seen as a choice, not a necessity (Friedman & Mandelbaum, 2011). Teachers will
need to understand the population of students who make up their classroom and develop the best
strategies to engage the students. Under the current educational structure, schools that achieve
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40

the best results are those that do not teach to the required assessments, and, instead focus on
intellectual behaviors, hands-on project-based learning activities, and provide a high level of
teacher support and time for collaboration (Wagner, 2008). While mastery of content is
necessary, it is no longer sufficient preparation for post-secondary education, a job, or being a
responsible citizen (Kay, 2009). Costa Rica’s education system embedded strategies and
enhanced curriculum to ensure students have access to tools and learning that will be globally
meaningful.
Teaching students 21
st
century skills can be challenging for many reasons. First, teachers
have never been formally taught how to change their methodologies. It is important for teachers
to deliver content and skills in a way that improves the overall outcomes for students (Kay,
2009). In most schools, teachers focus on teaching the skills that students need to achieve
proficiency on a standardized assessment as this is how schools are being evaluated (Wagner,
2008). Since content knowledge is what is being assessed, this has become the focus of our
education system.
Most teachers teach in either the manner that they were instructed as students or by using
the techniques they gained in a university preparation program, neither of which mimic the skills
that today’s students need to be successful (Wagner, 2008). One of the major roadblocks of
teaching 21
st
century skills is that teachers are unaware of how to teach skills such as self-
direction, collaboration, and creativity as it cannot be taught in the same manner as
multiplication or reading. The act of participating in a group project, or being assigned a critical
thinking task does not mean that a student will excel. Therefore, explicit feedback and instruction
on 21
st
century skills will be as important as teaching the actual content knowledge (Rotherham
& Willingham, 2009). Christensen et al. (2010) suggest that our schools typically take
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innovations such as computers and use the devices to sustain current practices rather than
reinvent practices. Reasons such as these are why schools, in their current operational form, do
not prepare schools with all of the skills they need to be successful in the 21
st
century global
economy.
Science, Technology, Engineering and Mathematics (STEM)
Across the globe, science, technology, engineering, and math (STEM) industries see the
highest percentage of newly created jobs. These fields keep nations competitive and generate
new jobs and industries (Langdon, McKittrick, Beede, Khan, & Doms, 2011). Costa Rica is
home to many MNCs that specialize in the fields of technology and bio-medicine (CINDE,
2012), making STEM education all the more important. In order to compete for world talent,
and be a leader in global innovation, a country must place an emphasis on STEM job
opportunities (Bybee, 2010; Caprano, Caprano & Morgan, 2013). The 30 fastest growing
occupations require a background in STEM (Langdon et al., 2011). Economic growth in the 21
st

century will be driven by a nation’s ability to create innovative products and services. It is
estimated that STEM workers earn 26% more than those in other fields (Langdon et al., 2011). In
order to remain competitive in the global market, Costa Rica must provide opportunities for
students to excel in these areas by continuing to develop their instructional programs beginning
at the elementary level and extending to college.
Successful STEM education requires students to be involved in projects that mimic the
work of actual scientists while improving the student’s use of technology and understanding of
how things work (Bybee, 2010). These experiences not only promote an interest in the fields,
but also promote ownership of learning and student discovery (Capraro et al, 2013). STEM
education is vital to increasing the number of knowledge-based workers in Costa Rica and will
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be the livelihood of the country moving forward in a global economy (Christensen et al., 2011).
In Costa Rica, this is done through the use of PBL, which is discussed in the next section.
Project-Based Learning (PBL)
Project-Based Learning (PBL) is one instructional methodology developed to allow
students to learn while engaging in 21
st
century skills. Students investigate a topic in the context
of real world problems in order to generate explanations. Investigations require students to work
collaboratively to engage with content and direct their own learning (Partnership for 21
st
Century
Skills, 2006). Allowing students to solve realistic problems not only motivates them to learn but
also results in solutions that are memorable and relevant to their futures. “This real-world
problem solving approach creates that much needed link between STEM professions and careers
that have positive social impact. STEM careers require the synergy of cross-disciplinary
knowledge. Using problem based strategies fosters the ability to develop and enhance this
transferrable skill” (Cooper & Heaverlo, 2013).
PBL is rooted in the constructivist learning theory of John Dewey and can be defined as a
“well defined outcome with an ill-defined task” (Capraro & Slough, 2006, p.3). Content is made
accessible, thinking is visible, students learn from each other, and the task is grounded in
metacognition (Caprano, Caprano & Morgan, 2013). Research suggests that, when students
actively apply their own knowledge along with what they learn in the context of a real world
problem, this will affect achievement regardless of student background or prior achievement
(Darling-Hammond, 2010). “Developing problem solving skills foster critical thinking and
along with creativity serve as cognitive constructs that have been identified as vital to student
success in the 21
st
century” (Cooper & Heaverlo, 2013).
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Observations of project-based learning in Costa Rica were examined through the lens of a
framework created by Scott Slough ad John Milam as outlined in Caprano, Caprano & Morgan
(2013) that identifies the following design principles of PBL:
1) Content is made accessible to learners by allowing student engagement, providing
multiple examples, and allowing ample opportunities for exploration and time to
connect new information to prior knowledge.
2) Learners must be taught how to think scientifically through visible thinking.
Teachers must demonstrate scientific thinking and provide scaffolding to allow
students to think aloud and make their knowledge visible.
3) Students must learn to work together by listening, engaging in conversation and
discussion, be able to challenge others’ opinions and further each other’s thinking
while establishing cultural norms and appropriate social structures.
4) Promoting independent thinking and lifelong learning through ongoing and consistent
encouragement, feedback and critique, rigorous projects, and the generalization of the
inquiry process through continuous use of the PBL process.
Project-Based Learning is one instructional technique used internationally to promote 21
st

Century Skills and STEM education (Bender, 2012). Students work to apply new knowledge by
solving real life problems using higher-level thinking. These are the traits that will prove
valuable as students move to adulthood and are competing for jobs (Wagner, 2008). In Costa
Rica, the use of PBL to teacher 21
st
century skills and the STEM subject areas is also paired with
a national science movement and a mandated science fair, which is discussed in the next section.

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Science Fairs and Costa Rica’s Initiatives to Promote Science
One strategy used in Costa Rica to encourage student interest in the fields of science,
technology, engineering, and math is the national science fair. Science fairs are becoming
increasingly popular across the globe (Bencze & Bowen, 2009; Schneider & Lumpe, 1996).
Research suggests that participation increases a student’s engagement in the science classroom
(Thomas, 2013; Wilson, Cordry & Uline, 2004). In addition, participating in a science fair for
multiple years positively correlates to students’ selecting a STEM major in college (Sahin,
2013). The events encourage communication, critical thinking, application of the scientific
method and problem solving (Abernathy & Vineyard, 2001), which are all traits that correlate to
the skills necessary for success in the 21
st
century (Wagner, 2008). Students’ participation is
motivated by interest in the field of science, a sense of self efficacy, achievement and
gratification, the social aspect of participating and the overall learning experience (Dionne, Reis,
Trudel, Guillet, Kleine, & Hancianu, 2012).
In recent years, science fairs have also become an avenue for major universities and
corporations to recruit top students in the field of STEM, thus being a direct pipeline to the
“knowledge producers” of society that will someday create innovation and manage processes for
a company to flourish in a knowledge-based economy (Bencze & Bowen, 2009). Although
participation is advantageous for students interested in a STEM pathway, research suggests that
participation by students who are mediocre in science is not conducive to developing his or her
abilities or interest in science (Yasar & Baker, 2003).
The National Science Teachers Association, 1999, recommends that science fair
competitions be voluntary and open to any student who wishes to participate. For students
forced to participate, the experience can lead to an even greater disengagement from the field
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(Abernathy & Vineyard, 2001). A study completed by Hampton and Licona, 2006, found that, in
a school district in Texas requiring mandatory science fair participation, the experience was
either non-memorable or negative for a majority of the students. Research found there was
inadequate preparation and knowledge in science among students, a high number of family
members completing work for students, leading to an unfair advantage for students with family
members in the field of science, and there was no evidence of students’ building on their
understanding of science to formulate new ideas and understandings. In addition, some students
suggested that the science fair actually lowered their morale and caused students to feel they
were not capable of being successful in science classes, much less science careers.
On the contrary, a study completed in an Ohio district suggested that, when teachers
followed the state’s eight science initiatives (real world issues, hands on activities, exposure to
scientific knowledge the use of scientific inquiry, higher order thinking, habits of mind,
integration, and social skills), the students were prepared for participation in the science fair and
the project was meaningful, according to the teachers surveyed (Schneider & Lumpe, 1996).
These studies suggest, that, in order for a science fair process to be meaningful, the students must
be engaged in a high quality, project-based science program where they study and use the
scientific method as part of their classroom routine. Simply creating a science project in of itself
neither promotes an interest in STEM nor increases student understanding and involvement in
the field (Yasar & Baker, 2003).
As schools search for ways to inspire all students to pursue the STEM fields, men in
science far outnumber women, so it is important to understand why girls are not interested in the
field. As girls get older, their confidence and interest in creativity and design decreases, as they
prefer activities that result in a positive social impact (Cooper & Heaverlo, 2013). Schools must
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continue to offer outreach activities to promote interest and engagement in the sciences. High
school girls with an interest in STEM careers identified the extra-curricular activity that kept
them most interested in problem solving was their involvement in a science fair (Cooper &
Heaverlo, 2013). Participating in any type of program focused on STEM increases a girl’s
interest in the field of engineering (Anderson & Gilbride, 2003).
Science Fairs in Costa Rica
Science fairs support the knowledge-based economy movement (Bencze & Bowen, 2009)
that Costa Rica is assimilating into. In order to be competitive, Costa Rica must ensure there are
enough skilled individuals to fill jobs created by the MNCs in the fields of science, technology,
engineering and math (Rodriguez-Clare, 2001). To ensure the availability of knowledge-based
workers, Costa Rica enacted initiatives such as the National Decree 31900 MEP-MICIT that
requires a countrywide science fair overseen by the Ministry of Science and Technology with the
support of the Ministry of Education, the National Science and Technology Board, and the state
universities (Valencia, 2008).
Science fairs began in Costa Rica in the 1960s as an extra-curricular activity and the
University of Costa Rica managed the first National Science Fair in 1987. By 1999, the Costa
Rica National Science Fair affiliated with the International Science Fair, and, by 2002, the
country had received its first recognition at the International competition (Valencia, 2008).
When the National Decree 31-900 MEP-MICIT was established in 2004, science fairs were
incorporated into the national school calendar, requiring all school-age students to participate.
Institutional fairs are held in June and July, circuit and regional fairs are held in August and
September, and the National fair takes place in October (Ministry of Science Technology and
Telecommunications, 2013).
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According to the Costa Rica Science and Technology Fair Manual (2007) each level of
the science fair has appointed work committees, coordinated by a central organizing committee
at each level. All students within the country participate in the institutional fairs and win spots to
compete in the subsequent fairs, ultimately leading to the International Science Fair sponsored by
Intel (Valencia, 2008). The structure of the Costa Rica Science Fair can be seen in Figure 2.

Figure 2. Structure of the Science Fair
All students who participate in the science fair must develop projects in one of nine
subject areas: biology, environmental science, computer science, earth and space science, social
and behavioral science, physics and mathematics, engineering and technology, chemistry or
health and medicine (Valencia, 2008). These projects can be submitted in one of the following
five participation areas:
Organiza(onal+Structure+
(Science+and+Technology+Fairs+Manual+2007<2009,+Ar(cle+1)++
Ins(tu(onal+Science+and+Technology+Fairs+
Circuit+Science+and+Technology+Fairs+
Regional+Science+and+Technology+Fairs+(23)+
• +Correlated+to+the+number+of+MEP+regional+offices+
Na(onal+Science+and+Technology+Fairs+
Intel+Interna(onal+Science+and+Engineering+Fair+(Intel+ISEF)+
• Grade+9<12+winners+of+best+science+project+or+best+technology+project+compete+
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• Experience in Science: Preschool students participate in games and activities that
help them to answer questions about occurrences that happen in their lives.
Students do not complete demonstrations or experiments.
• Monographs: Students in grades 1-12 write an essay based on literature, research
and interviews.
• Demonstration of Science or Technological Principals or Processes: Students in
grades 1-9 create activities that demonstrate scientific principals or processes.
• Scientific Research Projects: Students in grades 1-12 complete activities that
generate new scientific knowledge by applying the scientific method to collect
organize and interpret data.
• Technological Development and Research Projects: Students in grades 1-12
utilize existing knowledge and methods to create new products, and improve upon
already developed systems, processes or services (Ministry of Science
Technology and Telecommunications, 2013).
The Ministry of Science, Technology, and Telecommunications, the Ministry of
Education, Costa Rica universities along with Intel team up to ensure that all individuals
involved in the science fair process, from educators, to judges, to parents, have appropriate,
training to assist with the event. Intel sponsors a 40-hour in person training focused on
understanding the science fair process and integrating scientific research into the classroom. In
addition, there are online modules that provide teachers additional support. Judges are
familiarized with the key aspects of research projects as well as information on the various
project categories (Valencia, 2008).
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Literature overwhelmingly suggests that Intel played a large part in the formation and the
expansion of the Costa Rica Science Fair on all levels. The company continues to provide
trainings to teachers and also sponsor the 20 regional fairs and the national competition. In
addition, the first and second place national winners receive all-expenses-paid scholarships to
attend the Intel International Science and Engineering Fair (ISEF) (Intel, 2013). In Costa Rica,
the partnership between the government and Intel is a model case study of an MNC that
demonstrated corporate responsibility by helping to better the educational system of the country
as well as the futures of school aged children.
Summary of the Literature
Costa Rica saw dynamic shifts in the economy as a result of globalization, FDI
and MNCs. As Costa Rica strives to compete in the global knowledge-based economy, it faces
the challenge of preparing students with 21
st
century skills needed to sustain these new jobs
created by the MNCs. As job demands changed, so, too, the educational programs and
requirements of the schools in the country. One MNC in particular, Intel, donated millions of
dollars to public schools and universities in the country to improve the opportunities available for
students and enhance the knowledge ready workforce.
Costa Rica’s initiative to improve STEM instruction gave way to a nationally mandated
science fair. In conjunction with the science fair, Costa Rica placed an emphasis on science
instruction and PBL techniques as a means to prepare students with 21
st
century skills for the job
market and increase interest in STEM related fields while remaining competitive in the 21
st

century knowledge-based economy.
Research related to science fairs finds that, in some instances, mandatory participation in
science fairs drives students away from STEM fields (Abernathy & Vineyard, 2001; Yasar &
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Baker, 2003); however, it should be noted that other studies find that the fair has a positive
correlation to pursuing higher education in STEM fields among students given the right tools and
instruction to be successful and develop a meaningful project (Bencze & Bowen, 2009; Sahin,
2013). This study further explored Costa Rican students’ participation in the science fair and the
impact that participants’ educational experience in the classrooms and in completing science
projects has on their future endeavors.

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CHAPTER THREE: RESEARCH METHODOLOGY
Countries compete to prepare students for jobs in the global economy. To be successful
in the global market, graduates must be equipped with critical thinking and problem solving
skills, the ability to collaborate, leadership, agility, adaptability, creativity, curiosity, as well as
oral and written communication skills (Wagner, 2008). Collectively, these skills are commonly
referred to as 21
st
century skills (Friedman, 2007; Wagner, 2008). One method that schools use
to help develop students’ 21
st
century skills is project-based learning (PBL). In PBL, there is
problem statement that guides the learning and allows a group of students to explore a topic
while learning from each other and creating their own meaning (Capraro, Capraro & Morgan,
2013). PBL is widely used in Costa Rican schools. In addition to utilizing methodologies to
develop 21
st
century skills, Costa Rica’s literacy rate of 95% is among the highest s in the world
(CINDE, 2012), making it an excellent location to conduct a qualitative research study.
Costa Rica faces the task of producing enough skilled individuals with backgrounds in
science to fill the jobs created by the multi-national corporations that established locations in the
country (CINDE, 2012). In addition to a science initiative created by the ministry of education,
there is also a mandated science fair that all students in Costa Rica are required to participate in
(Valencia, 2008).
The purpose of this study was to examine the influence that globalization, foreign direct
investment, and multinational corporate responsibility have on the curriculum and practices in
schools. Furthermore, the relationship between STEM education and Costa Rican economic
growth will be studied. This study will also examine how the mandated national science fair
influences the use of PBL to build human capital and prepare students for 21
st
century jobs,
particularly in the fields of science, technology, engineering, and math. The research questions
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below were answered through interviews and observations of the academic institutions which
shaped a student who went on to win the country’s science fair.
The research questions answered by this study are:
1. To what extent do teachers implementing STEM curriculum trace their practices back to
the influence of policy, globalization, and multinational corporations? To what extent is
the economic growth of Costa Rica and STEM education related?
2. How has mandating the national science fair participation influenced implementation of
21
st
century skills through the use of project-based learning and use of technology by
teachers across all curricular areas? How has it impacted curriculum and instruction?
3. How has the national science fair policy changed the value for STEM education for
students, teachers, and educational leaders?
This chapter contains seven sections that provide information on the research study design,
participants, instrumentation and data collection plans. The first section discusses the
research design of this qualitative study. The second section provides information on the
research team and the individual responsibilities associated with this project. Section three is
an explanation of the sample population and selection criteria for individuals to participate in
the study. The fourth section outlines the instruments that will be used to collect data. The
fifth and sixth sections describe the data collection and analysis process. Finally, the last
section outlines the ethical considerations and the USC Institutional Review Board (IRB)
process.
Research Design
A qualitative research design was used to answer the research questions associated with
this study. Qualitative research looks at a phenomenon from the participant’s perspective
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(Merriam, 2009). This research project relied on the researcher to collect and analyze data to
create a rich description of the impact of globalization, foreign direct investments, multinational
corporations, and the national science fair on schools in Costa Rica. In this study, the researcher
seeks to understand selected participants’ experiences and gather data in order to develop
hypothesizes, thereby making this a study best aligned to a qualitative framework. This research
is an in-depth case study of Costa Rican students (both current and former) who excelled in
science and represented Costa Rica in the Intel International Science Fair (Intel ISEF). In
addition to gaining data from science fair participants, the research team also visited schools the
science fair participants currently or formerly attended to conduct surveys, interviews and
observations with the teachers and administrators. Finally, the research team interviewed and
surveyed officials from the Costa Rican government, CINDE, and executives from Costa Rica’s
Intel. Gaining insight and knowledge from students, school personnel, government officials and
Intel ISEF executives enables the researcher to fully understand the phenomenon and understand
how various individuals interact to increase the number of knowledge-based workers who enter
the workforce of the country. Understanding this phenomenon will improve the quality of
practice (Merriam, 2009).
Creswell (2009) defines a case study as including in-depth data collection from multiple
sources. In order to answer the research questions, interviews, surveys and observations were
necessary (Merriam, 2009). An interview protocol and survey were used to gather information
from the Ministry of Public Education officials, principals, teachers, former and current students
that participated in the Intel International Science Fair as well as executives from CINDE and
Intel. Interviews help to capture information that cannot be observed, such as behavior and
feelings (Maxwell, 2013; Merriam, 2009). In addition to the interview, observations of
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classrooms in Costa Rica were included as part of this study. The observations focused on the
teaching methodologies and student interaction as well as the use of Tony Wagner’s 21
st
century
skills in a PBL classroom. Observations are good for seeing a phenomenon in a natural setting,
understanding the context, and obtaining firsthand information on what a phenomenon looks like
(Merriam, 2009). In addition to triangulating the data obtained during the interview, this allowed
the researcher to see things that may not have been captured during an interview or survey
(Maxwell, 2013; Merriam, 2009).
This study used conceptual frameworks to identify common theses in the data (Creswell,
2009; Maxwell, 2013). The frameworks used for this study are Thomas Friedman’s (2007) three
eras of globalization, Tony Wagner’s (2008) 21
st
Century skills, and Slough and Milam’s (2013)
four design principles of PBL.
Research Team
This research was conducted under the direction of Dr. Michael Escalante, a professor at
the University of Southern California Rossier School of Education. The team consisted of 14
doctoral students selected as part of a thematic group researching globalization and the impact on
education. The team first met in July 2013 to collaborate, share research and develop a specific
problem, purpose, and research questions. Though this process, the team narrowed the research
to focus on the Costa Rican national science fair initiative and its impact on science instruction in
Costa Rican schools as well as its impact on student career interest post-graduation.
Sample and Population
This case study seeks to better understand the influence that the national science fair
initiative had on the classrooms and instructional programs in Costa Rica in addition to the
influence on student outcomes and employment in STEM related fields. This was achieved
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through interviews and surveys with national science fair winners, individuals who work for the
Ministry of Education, executives of CINDE and Intel, international science fair participants,
teachers of science fair participants, and principals of schools that have students who participate
in the international science fair. In addition, observations of science classes are included as part
of this research. Determining a sample that aligns to the research question is essential to
collecting accurate and good data (Bogdan & Bicklin, 2007; Maxwell, 2013).
This research builds on that completed by a thematic dissertation group that traveled to
Costa Rica in 2013 and was also led by Dr. Escalante. The previous group looked at the
influence of MNCs on the educational programs of the country, as schools were faced with the
challenge of producing knowledge-ready workers for the science and technology jobs created by
the MNCs. The findings of the 2013 thematic group led the 2014 thematic group to focus
specifically on the country’s science fair initiative and the use of PBL in classrooms to prepare
students for STEM-related jobs created by the MNCs in Costa Rica. Intel is an important piece
of this study as the company sponsors the international science fair and works closely with
schools in Costa Rica to educate teachers and provide technology to the schools.
Many of the study participants came from an initial contact that was made by the 2013
research group; however, the 2014 research group contacted the International Science
Foundation, the non-profit organization sponsored by Intel that runs the International Science
Fair. The 2014 INTEL ISEF was held in Los Angeles in May 2014. At that time, the research
team met the Costa Rican delegation of national student winners. This contact provided the
research team with insight from current Costa Rican students who participate in the science fair.
Additionally, researchers visited the current students’ schools on the trip to Costa Rica and
interviewed their teachers in addition to interviewing former Costa Rican Intel ISEF participants.
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Creswell (2009) describes this phenomenon of gaining leads and contacts from other research
participants as a snowballing effect.
Political Leaders and Education Policymakers
In order to understand how globalization influences educational policy, the research team
interviewed several members of the government as part of this research study. In April 2014,
Costa Rica’s newly elected officials entered office. This included a change to the Minister of
Education and the Minister of Science, Technology, and Telecommunications. An interview
was conducted with the new Minister of Education, Sonia Mora Escalante. Ms. Mora Escalante
was able to provide insight into her vision of the educational system; however, she had a limited
amount of information on the actual science fairs. Nathalie Valencia, the Director of the Costa
Rica Science Fair and Silvia Arguello the director of human capital for the Ministry of Science
and Technology were also interviewed. Finally, Luis Andres Calderon, a director for the
national science fair participated in this study.
Business Leaders
The research team interviewed several executives of MNCs in June 2014 as a means to
understand the relationship between business and education in Costa Rica. First, the Director of
Post Establishment at CINDE, Vanessa Gibson provided insight into the systems and policies
that made Costa Rica a desirable location for MNCs to conduct business. Her primary function
is to ensure that MNCs that invest in Costa Rica will stay and expand in the country. Next, Mary
Helen Bialis, the Director of Educational Programs and Outreach for Intel Costa Rica was
interviewed. Ms. Bialis has been instrumental in the growth and expansion of the science fair in
Costa Rica. She provided contact information for Intel-sponsored schools that the research
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teams visited and also provided the research team with data on past science fair winners who
went on to compete nationally in the Intel ISEF event.
Intel was instrumental in furthering the teacher education in STEM fields as well as
sponsoring the national science fair in the country. Ms. Bialas provided information related to
the needs of skilled workers and the relationship the company has with not only public schools
but also with universities to improve the educational outcomes and quality of knowledge-based
workers available to fulfill jobs in the country.
Dr. Franklin Chang-Diaz, a retired NASA astronaut born in Costa Rica was also
interviewed as part of this study. Dr. Chang-Diaz has been at the forefront of promoting 21
st

century skills and creating a knowledge-based economy in the Country. He is the founder of Ad-
Astra, a Multi-National Corporation that research, design, and builds rocket engines. Mr. Chang
Diaz is a retired US astronaut that was born and raised in San Jose, Costa Rica. Franklin’s
company, Ad-Astra, was founded in Houston, but he set up a lab in Costa Rica, to bring
opportunities to him homeland. In addition to creating engine rockets, he has diversified his
company and created partnerships with both the department of power and energy as well as the
telecommunications department to explore renewable clean energy sources.
The interview with Dr. Chang-Diaz took place in Houston, Texas in July, 2014; however,
the research team had the opportunity to visit to lab in Guanacaste, Costa Rica as part of the
research study. After touring Ad Astra Costa Rica, an interview was conducted with the lead
scientist, Jose Castro Nieto. In addition to working at Ad Astra Mr. Castro also teaching
beginning engineering classes at the University of Costa Rica, Liberia.

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Students and Educators
While in Costa Rica, the team only conducted observations at three schools that have
continuously had students qualify and participate in the Intel International Science and
Engineering Fair (ISEF). The team surveyed and interviewed educators and conducted
classroom visits to gather data related to the influence of globalization, MNCs and science fairs
on the instructional programs offered in the country.
Current and past winners of the Costa Rica National Science Fair were interviewed and
surveyed as part of this study. Current science fair winners were interviewed at the 2014 Intel
ISEF event that was hosted in Los Angeles in May 2014. After meeting students, Laura Campos
and Juan Seguara, the research team made the decision to visit Coegio Cientifico San Carlos, the
specific schools in Costa Rica that the students attended to conduct interviews, surveys and
observations of the teachers and administrators to gain insight into the educational program that
each science fair winner received in Costa Rica.
Mary Helen Bialas, assisted the research team in contacting past international science fair
participants that attended Colegio Cientifico San Carlos, the same school that Laura and Juan
attended. Although the research team met with four different past participants, this actual case
study will focus of the story of one student, Carlos Delgado. Mr. Delgado, represented Colegio
Cientifico San Carlos at the international fair in 2008, graduated from the Institute of
Technology Costa Rica: Cartago with a degree in Engineering in 2012. He now works as a
logistics coordinator for a construction company.
Instrumentation
In order to gather data regarding the impact of MNCs and the science fair policy on
schools and student outcomes in Costa Rica, the research team used interview, observation and
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survey protocols developed to answer the central research questions. The set of protocols were
developed collaboratively from October to March of 2014 and refined after several practice
administrations. A majority of the data was collected through interviews; however, the data
collected through surveys and classroom/ science fair observations was used to triangulate the
rest of the data (Creswell, 2009; Merriam, 2009). In the spring of 2014, all potential study
participants were contacted and provided with a recruitment/consent letter (Appendix A). The
entire collection of research instruments was submitted and vetted through the USC IRB process.
Interview Protocol
An interview protocol was used to gather information from Ministry of Public Education
officials, principals, teachers, former and current students, administrators, managers, and
employees of the multi-national companies that employ graduates as well as university
personnel. Interviews help to capture information that cannot be observed, such as behavior and
feelings (Maxwell, 2013; Merriam, 2009). A semi-structured approach was used whereby the
interview was guided by a set of questions, but the researcher was flexible and used probing
questions to seek clarification (Merriam, 2009). The researcher took notes as the participants
answer questions and asked a series of probing questions when limited information was
provided. This ensured that the research team had adequate information to answer the research
questions during the data analysis phase of the study (Creswell, 2009). While collecting data in
Costa Rica, all researchers on the team used the same interview protocols.
This protocol was developed over a series of weeks. After researching the Costa Rican
school system, the science fair initiative, 21
st
century skills and project-based learning, a series of
interview questions were developed that would assist the researcher in answering the three
research questions. In order to collect good data, good interview questions must be constructed
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(Merriam, 2009). All questions were constructed as open-ended questions that elicit
interviewee’s feeling, opinions, values, knowledge and experience. As suggested by Merriam
(2009), yes/no questions and leading questions were not included in the protocol. Separate
protocols were created to gather data from each participant group: policy and government
officials (Appendix B), business leaders (Appendix C), school leaders and teachers (Appendix
D), and science fair participants (Appendix E).
All interview questions were aligned to a research question and conceptual framework.
Table 1 provides a visual display of each interview question and the alignment.

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Table 1
Alignment of Interview Protocol to Research Questions and Theoretical Frameworks
Item RQ1 RQ2 RQ3 Friedman Spring Wagner Slough/Milam
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

Survey Protocol
A survey protocol was designed to triangulate data collected as part of this case study.
This helped establish themes and inferences developed as part of the data analysis process
(Creswell, 2009). This tool was also valuable in cases where a pre-selected study participant was
unable to participate in the interview. Their feelings and knowledge about globalization, MNCs,
and the science fair policy was shared on the survey and included as part of the study results.
Two protocols were developed to be included in this study. The teachers and
administrators survey (Appendix F) was created to gather data that aligns to the three research
questions. Survey questions one through six correlate to the first research question, survey
questions seven through fourteen correlate to the second research question, and survey questions
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fifteen through twenty-three correspond to the last research question. In addition to developing
survey questions that correlate to the research questions, each survey question was also aligned
to one of the theoretical frameworks used in this study. Table 2 shows the alignment of each
survey question to the research question and theoretical framework.
Table 2
Alignment of Teacher/Administrator Survey Protocol Items to Research Questions and
Theoretical Frameworks
Item RQ1 RQ2 RQ3 Friedman Spring Wagner Slough/Milam
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

The teacher and administrator survey (Appendix F) was modified and shortened to meet
the needs of students (both current and former) who participated in the study. The student
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survey (Appendix G) contains thirteen questions. Student survey questions one through four
address the first study research question, survey questions five through ten support the second
survey question and, finally, survey questions eleven to thirteen provide data to answer the last
research question. As with the teacher and administrator survey, the data was analyzed using the
three theoretical frameworks of Wagner’s (2008) 21
st
century skills, Friedman’s (2007)
globalization framework and Slough and Milam’s (2013) STEM PBL framework. Table 3
shows the alignments of each student survey question.
Table 3
Alignment of Student Survey Protocol Items to Research Questions and Theoretical Frameworks
Item RQ1 RQ2 RQ3 Friedman Spring Wagner Slough/Milam
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

Observation Protocol
In addition to the interview, observations of classrooms in Costa Rica as well as
observations at the Intel ISEF science fair event are included as part of this study. The classroom
observations focused on the teaching methodologies and student interaction in a PBL classroom.
Science fair observations focused on the use of 21
st
century skills. Observations are good for
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seeing a phenomenon in a natural setting, understanding the context, and obtaining firsthand
information on what a phenomenon looks like (Merriam, 2009). In addition to triangulating the
data obtained during the interview, this allowed the researcher to see things that may not have
been captured during an interview (Maxwell, 2013; Merriam, 2009).
Once the literature review was completed, the protocol was designed to focus on seeing
and hearing examples of the seven aspects of Tony Wagner’s (2008), 21
st
century skills and
Slough and Milam’s (2013) design principles of PBL. In addition, a column was added that
contained observer comments. This column allowed the researcher to make mental connections,
and speculations that will be useful when analyzing the data (Bogdan & Biklin, 2007).
Observation protocols were developed for classroom observations in Costa Rica (Appendix H),
and a separate protocol was developed for use at the Intel International Science and Engineering
Fair (Appendix I).
At the start of an observation session, general information was collected that helped the
researcher understand the context of the environment as well as the learning activity that was
taking place at the time (Bogdan & Biklin, 200; Merriam, 2009). As suggested by Bogdan and
Biklin (2007), the research team employed some principles of the analysis in the field mode to
ensure the data collected answered the research question; however, most of the analysis and
interpretation was completed after the observations took place. The protocol was designed to
keep the observer focused on gathering data that aligns with the three central research questions.
Data Collection
The majority of the data collected as part of this research was obtained in Costa Rica
from June 16, 2014to June 24, 2014. Data was collected from multiple sources to ensure that
enough information was collected to reach a saturation point (Corbin & Strauss, 2009; Merriam,
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2009). The research team visited all study participants at the location of their selection, allowing
the data to be collected in a natural setting (Creswell, 2009). All participants were asked to give
a verbal recorded consent prior to the interview; however, the names of student participants will
remain confidential. The adults included in the study are identified by name and position.
Interviews were recorded and transcribed; and the researchers took notes as part of the process.
An observation and survey protocol was also be used to triangulate data and gain further details
to answer the research questions (Creswell, 2009; Merriam, 2009).
Data used to answer research questions came from multiple sources. While in Costa
Rica, the research team of 14 worked in pairs to interview students and conduct observations.
Each researcher focused on one individual student who won the Costa Rica International Science
Fair but has access to the data collected by all 7 teams of researchers in the group. The collective
data was analyzed individually to answer the research questions presented as part of this study.
Validity has been achieved by collecting rich verbatim transcripts of the participant’s
actual thoughts in addition to triangulating the data by using many different individual
interviews, surveys and observations over various settings (Maxwell, 2013). Qualitative research
is never fully objective. However, the triangulation of data improves the credibility and validity
of the results (Creswell, 2009). In this study, triangulation has been achieved by using multiple
methods, multiple researchers, and various sources of data (Merriam, 2009).
Data Analysis
Data analysis is a process of examining collected information to understand what people
said and what the researcher saw (Corbin & Strauss, 2009). This process begins by looking at
the whole and assigning a shorthand description to important aspects so that specific pieces of
data can be easily retrieved and grouped to find emerging themes (Merriam, 2009). While
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completing the interviews and observations, the researcher informally reflected and recorded
anything that emerged as a possible theme. As suggested by Merriam (2009) data collection and
analysis happen simultaneously.
Once all of the data was collected, the information was sorted and maintained in an
online database, allowing for the effective management of information (Merriam, 2009). This
was an ongoing process as the research team agreed to continuously organize the information
after each day of data collection. Next, data was coded into categories to create easily
recognizable chunks of information that will produce emerging themes (Creswell, 2009).
Surveys observations, and interview questions were purposefully created around the research
questions and frameworks to identify and code the data for easy analysis (Creswell, 2009;
Merriam, 2009). Because this qualitative study followed a case study format, the researcher
needed to provide an in-depth description of a specific phenomenon; in this case, that means a
national science fair winner (Merriam, 2009).
Ethical Considerations
As a requirement for completing research at the University of Southern California, all 14
members of the research team lead by Dr. Michael Escalante and assisted by Dr. Oryla Wiedoeft
completed the Institutional Review Board (IRB) process. The process included the completion
of the Collaborative IRB Training Initiative (CITI), which consisted of online modules that
provided an understanding of the ethical considerations associated with completing research.
The IRB process ensures that no harm is done to study participants and all ethical considerations
are taken into account prior to conducting the actual research. Through the IRB process, the
research team was granted approval to complete an exempt study on human subjects in Costa
Rica.
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CHAPTER FOUR: RESULTS
Over the last several decades, the country of Costa Rica underwent many changes due to
economic, political, and educational factors. In order to compete in an evolving global market,
the country implemented a new economic strategic plan to attract high tech foreign direct
investment (CINDE, 2012). The country has shifted from an agriculture-based market to one of
high tech industry and international trade (Clark, 1995; Cordero & Paus, 2008; Rodriguez-Clare,
2001). These multinational corporations brought new job opportunities to the country that
require educational institutions to produce more knowledge-ready employees. In turn, Costa
Ricans enjoy a higher standard of living than do their Central American neighbors (CINDE,
2012). Schools now face the challenge of helping students develop 21
st
century skills in science,
technology, engineering, and math (STEM) in order to prepare the next generation of workers to
fill newly created jobs.
The aim of this study was to understand how globalization affected the country of Costa
Rica, specifically in the area of STEM education. The introduction of multi-national
corporations in the country created a demand for skilled workers, which schools are now tasked
with helping to prepare. The Ministry of Public Education enacted policies requiring
participation by all students in a yearly national science fair. This study examined how this
mandated national science and technology fair influences the use of project-based learning to
build human capital and prepare students for 21
st
century jobs, particularly in the fields of
science, technology, engineering, and math. By completing observations, interviews and surveys
of government leaders, business leaders, educational leaders, science fair participants and their
respective teachers, this case study examined students who won the science fairs, the
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methodologies used at the schools they attend, and how participation influenced post high school
education and career choices.
The following questions have been answered in this study:
1. To what extent do teachers implementing STEM curriculum trace their practices back to
the influence of policy, globalization, and multinational corporations? To what extent is
the economic growth of Costa Rica and STEM education related?
2. How has mandating the national science and technology fair participation influenced
implementation of 21
st
century skills through the use of project-based learning and use of
technology by teachers across all curricular areas? How has it impacted curriculum and
instruction?
3. How has the national science and technology fair policy changed the value for STEM
education for students, teachers, and educational leaders?
This chapter presents a discussion of the findings as they relate to each research question.
Surveys, interviews and observations were used to triangulate the data. Three frameworks were
used to analyze data collected to answer the research questions: Friedman’s (2007) framework of
globalization, Wagner’s (2008) seven survival skills for the 21
st
century, and Slough and
Milam’s (2013) four design principles for project-based learning (PBL) in the field of science,
technology, engineering, and mathematics (STEM).
Participants
This study aimed to understand the connection between STEM education and economic
growth throughout Costs Rica. To achieve this, each of the 12 researchers involved in this study
focused on one individual student who won the country’s science fair while attending high
school. By tracing the student’s path from the micro individual level all the way to the macro
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policy level, a full picture of the student’s experience emerges, and helps the reader to
understand the opportunities available to students in the country and how those opportunities
affected their personal lives and better the country. Table 4 summarizes the study participants.
Table 4
Study Participants
Participants Position Data Type
Carlos Delgado Engineer; Graduate of Colegio
Cientifico San Carlos
Survey, interview
Marco Juarez Headmaster of Colegio
Cientifico; Chemistry
professor at ITCR: San Carlos
Survey, interview
Wainer Montero Carmona Biotechnology Professor at
ITCR: San Carlos; Science
Fair mentor of Carlos Delgado
Survey, interview
Johanna Villalobos Murillo Chemistry teacher at Colegio
Cientifico; Professor at ITCR:
San Carlos
Survey, interview
Students at Colegio
Cientifico San Carlos
Current participants of
regional science fairs
Survey, observation
Colegio Cientifico teachers Various subject areas Survey, observation
Teachers and
administrators at Liceo
Academico in Sixaola
Various subject areas Survey
Teachers and
administrators at Don
Bosco Technical School in
San Jose
Various subject areas Survey
Students at Don Bosco
Technical School in San
Jose
High school level Survey
Students at Liceo
Academico in Sixaola
High School level Survey
Mary Helen Bialas Academic Relations and
Education Program Manager,
Intel Costa Rica
Interview
Vanessa Gibson Director of Aftercare, CINDE Interview

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Table 4, continued
Franklin Chang-Diaz Retired US Astronaut,
Founder of Ad Astra Rocket
Company
Interview
Jose Castro Niento Head Scientist; Ad Astra Lab;
Guanacaste Costa Rica;
Professor at UCR: Liberia
Interview
Sonia Mora Escalante Minister of Education Interview
Nathalie Valencia Chacon Coordinator of Science Fair,
Ministry of Science and
Technology
Interview
Silvia Arguello Vargas Director of Human Capital,
Ministry of Science and
Technology
Interview
Luis Andres Calderon National Science Fair
Director, Ministry of
Education
Interview

This case study is centered on a Costa Rican Engineer named Carlos Delgado. While in
high school at Colegio Cientifico San Carlos, he won the national science fair and went on to
compete in the Intel international science fair in 2008. To understand Carlos’ trajectory,
observations, interviews, and surveys were completed at his former high school in San Carlos.
The current headmaster of the school, a Chemistry professor named Marco Juarez was
interviewed. Carlos’ science fair mentor, Wainer Montero Carmona, who is a biotechnology
professor at the Institute of Technology Costa Rica: San Carlos also participated in this study.
While at Colegio Cientifico San Carlos, the research team anonymously surveyed current
students participating in the national science fair and also interviewed a chemistry professor,
Johanna Villalobos Murillo, who works with students on science fair projects. Although Ms.
Villalobos did not specifically instruct Carlos, the interview provided insight into the academic
program that students participate in when they attend Colegio Cientifico San Carlos.
While this study focused on Colegio Cientifico San Carlos, other members of the
research team conducted surveys, interviews and observations at other school programs
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throughout the country. Throughout this chapter, Colegio Cientifico research findings are
compared to the data collected at Don Bosco in San Jose, and Liceo Academico in Sixaola as a
means to understand the overall educational opportunities available in Costa Rica.
To fully understand the educational system and national science fair policies of Costa
Rica the research team conducted interviews with Sonia Mora Escalante, the current Minster of
Education, Nathalie Valencia Chacon, Coordinator of Science Fairs for the Ministry of Science
and Technology, Silvia Arguello Vargas, Director of Human Capital for the Ministry of Science
and Technology, and Luis Andres Calderon, National Science Fair Director.
Finally, the perspective of MNCs and the business sector is included in this study.
Vanessa Gibson, the director of aftercare for CINDE was interviewed. Ms. Gibson works with
MNCs to ensure that they do not leave the country. Mary Helen Bialas, Director of Educational
Programs and Outreach for Intel Costa Rica was interviewed as well. Ms. Bialas bridges the gap
between Intel as the sponsor of the national science fair and the Ministry of Education and
Ministry of Science and Technology.
Next, this study includes the perspective of Dr. Franklin Chang- Diaz, founder of Ad-
Astra Rocket Laboratories. Mr. Chang Diaz is a retired US astronaut who was born and raised in
San Jose, Costa Rica. He has been instrumental in the country’s efforts to promote 21
st
century
skills. Franklin’s company, Ad-Astra, was founded in Houston, but he set up a lab in Costa Rica,
to bring opportunities to his homeland. The location of the lab was strategically placed in
Guanacaste, a region with very little opportunity other than agriculture and tourism. Franklin
hopes that, by starting a high tech industry in this specific area of the country, other companies
will follow suit and help level the income gap that exists throughout the various regions of the
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nation. The lead scientist at Ad Astra Costa Rica, Jose Castro Nieto was also interviewed. Mr.
Nieto also teaches introductory level engineering classes at University of Costa Rica: Liberia.
Case Study Overview: Colegio Cientifico San Carlos
Colegio Cientifico San Carlos is a public school program formed through a partnership
between the Ministry of Education and public universities. Each region of the nation is home to
a Colegio Cientifico program. The program in San Carlos is housed on the campus of ITCR: San
Carlos. Professors from the university teach science classes and most of the students live on the
campus in dorms. All students in the high school program have access to the labs, libraries, and
technology on the campus. The school sits in a rural area, so both the university and Colegio
Cientifico focus on agriculture and innovation for small farmers.
Colegio Cientifico only accepts 30 new students each year. Prospective students are
placed through a rigorous application, interview, and examination process before a final decision
is made. The students apply after their 9
th
grade year at a traditional high school and spend two
years at the Colegio Cientifico before moving to a university program. Typically, the students
selected to attend the program represent the most talented science students in the region. To
remain in the Colegio Cientifico High School, students must maintain their grades and also pass
quarterly exams. Students who do not pass exams are sent back to their traditional high school.
The school graduates approximately 50% of the students who enter the program. According to
the headmaster, all students who graduate from Colegio Cientifico go on the study at the
university level.
Results: 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 multinational
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corporations? To what extent is the economic growth of Costa Rica and STEM education
related? This question explored the connection that teachers saw between their practices and the
changes that have taken place in the Costa Rican economy due to a diversified portfolio and
influx of multinational corporations. In addition, it looked at the connection between the
science, technology, engineering, and math instruction that takes place in the classrooms and the
growth of the economy over the last 20 years. Two major themes emerged from the data. The
first was that jobs created by MNCs have an influence on what is taught in schools. The next
theme is that STEM Education teaches students a way of thinking and problem solving.
Multi-National Corporations and Costa Rican Classrooms
The first theme is that jobs created by MNCs have an influence on what is taught in the
classroom. Freeman’s theory of globalization (2007) suggests that countries with a drive to
better their standard of living create competition and changed the global trade market. Costa
Rica is a perfect example of this. Over the past 30 years, the country moved from an agriculture-
based economy to one based on foreign trade and foreign direct investment (CINDE, 2012), and
the onset of MNCs created the niche for highly skilled workers (Rodriguez-Clare, 2001). The
ongoing and growing influence of MNCs suggests that the country is able to produce a
workforce suitable for these companies. Cordero and Paus (2008) suggest that the introduction
of MNCS did produce a different type of job availability but has done little to promote the true
knowledge-based workforce, as most of the jobs are factory-oriented rather than research-based.
Contrary to this belief, in June 2014, Intel announced that it was closing its microchip-
manufacturing factory in San Jose, eliminating 1,500 factory jobs; however, they were opening a
mega research lab on the premises. This mega lab will provide research jobs for 350 Scientists.
In a sense, this raises the bar and provides opportunities for scientists to be researchers, not just
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supervisors. The idea of bettering Costa Rica was evident in every interview that was conducted
as part of the study.
Survey results from Colegio Cientifico suggest that both teachers and administrators
positively agree that the presence of MNCs influenced STEM education in the country. Similar
results were found when teachers at Don Bosco and Liceo Academico were surveyed. Table 5
presents survey results that support the notion that MNCs influence STEM education.
Table 5
The Influence of MNCs on STEM Education
Survey Question Survey
Group
Strongly
Agree
Agree Disagree Strongly
Disagree
Unsure
INTEL/MNCs have
positively influenced
STEM curriculum.
Colegio
Cientifico
San Carlos
Teachers

N=5

1

4

0

0

0
Don Bosco
Teachers

N= 30

10

10

0

1

9
Liceo
Academico
Teachers

N=3

3

0

0

0

0
Intel has supported my
school in improving
science and technology
education.
Colegio
Cientifico
Students

N=32

8

18

0

0

6
Don Bosco
Students

N=168

86

49

14

5

14
Liceo
Academico
Students

N=23

4

6

7

1

5

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Interviews were used to triangulate this survey information. All 12 interviewees
suggested that MNCs changed opportunities for students in Costa Rica. The former student,
school officials, government officials, and business leaders shared information on how the
standard of living, job opportunities, and educational programs all improved since the onset of
foreign direct investment. All interviews were transcribed and translated from Spanish to
English. The participants’ words quoted herein were adjusted for grammar and, otherwise,
represent the most accurate representation of their statements possible.
A graduate of Colegio Cientifico San Carlos, Carlos Delgado does not work for a multi-
national corporation; however, many of his friends and former schoolmates do. He shared that
he attributes his success as an engineer to Intel, as they paid for his higher education at the
Institute of Technology Costa Rica, which he graduated from in 2013. He said this would not
have been possible had he not won the national science fair that Intel sponsored. Intel also
provided English classes to Carlos as a winner of the science fair. He was interested in working
at a company such as Intel; however, he was offered a job at a construction company as a
logistics coordinator. This was the company that Carlos interned with during college. (personal
interview, June 2014)
Marco Juarez, headmaster of Colegio Cientifico San Carlos shared his belief that
government policies address the need to capitalize on the resources of Costa Rica and improve
science and technology. He stated,
The science and technology education in Costa Rica is extremely important because it
responds to a development that the government has chosen that is precisely to enhance
science and technology to add value to many of the raw materials and products that are
produced in Costa Rica. We know the raw materials have competitive advantages in
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international markets. This is a policy that is reflected in the education policies, science
and technology and science fair implementation (personal interview, June, 2014).
Business leader and Ad-Astra founder, Franklin Chang Diaz, shared these same
sentiments of moving away from an agriculture-based economy and placing more emphasis on
technology. He shared,
The country has moved from agriculture to a very diversified portfolio of technology. I
think that has been, in part, by an emphasis in technology and technology fairs and
hands-on education in science. (personal interview, July 2014)
Dr. Franklin Chang Diaz also shared the importance of MNCs collaborating with schools.
He knows that the schools are the lifeline to educated students who will go on to help transform
Costa Rica. He believes that
It's a very important role, and we have taken that challenge very seriously. That is the
reason why we set up our facility in Guanacaste because that is an area that does not have
a nuclear source of high technology. We would like to change that. I think the company,
the high technology companies have a very, very important role to play. We have a
program at our company where, every Friday, we receive visits from schools. Mostly
local schools, and we, of course, don't charge anything for those visits. We spend a good
two hours with a given group of students to expose them to the world that we live in, our
work. Our interest in that is very, very, very high, very strong. (personal interview, June,
2014)
Sylvia Arguello Vargas, the Director of Human Capital for the Ministry of Science and
Technology echoed the idea that the country is moving toward a knowledge-based economy and
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how opportunities brought by foreign direct investment are possible because of the skilled labor
force. She said,
Costa Rica has moved to an export model, and we want to achieve a model based on
knowledge, so we were the number one country exporting and, then, we had the
manufacture. Intel has closed the manufacturing component, but this is going to bring a
mega laboratory to perform investigation, right? And that’s what we’re looking for this
country, so Costa Rica is working on this. (Personal Interview, June, 2014)
Finally, Minister of Education, Sonia Mora Escalante described the impact of MNCs on
the educational programs in Costa Rica as well as on individuals’ educational path. She believes
that the educational system is responding to the needs of MNCs by producing skilled worked for
job opportunities available. She stated,
I think it is very, very important. It’s critical. In Costa Rica, the presence of Intel, for
example, and other corporations has been making the country continue to prioritize these
areas, and I think they can help a lot. They are really doing that already, saying, for
example, they need more and more engineers, so people can associate their education in
these fields with jobs and with possibilities in life. It’s very important. (personal
interview, June, 2014)
The presence of MNCs in Costa Rica has greatly supported the country’s goal of being
competitive in the global economy. Due to the small geographical size, the country capitalized
on its human resources to be attractive to outside investors. While this strategy worked to
increase the standard of living in the country, it is evident that most interviewees believe the
country needs more scientists and engineers, to not only work in factories, but also to be
involved in the research and development of new ideas.
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Survey results and interviews all conclude that MNCs have an impact on the educational
programs of Costa Rica. The country prides itself on having the availability of a skilled labor
force capable of filling jobs created by foreign direct investment. Overall, there is a belief held
by all interviewed that Costa Ricans are very proud of how far they have come academically but
there is a strong desire to become even more competitive in the knowledge-based economy.
Problem Solving in STEM Classrooms
The second theme is that STEM Education in Costa Rica teaches students a way of
thinking and problem solving. This study was conducted through the lenses of Slough and
Milam’s (2013) framework for project-based learning and Wagner’s (2008) 21
st
century survival
skills. Wagner suggests that what employers want most are employees who can think and ask
questions. The ability to problem solve, communicate, collaborate, and think critically will
create a divide between those who are capable of working in knowledge-based economies and
those who will not be hired (Kay, 2009). Today’s student must be prepared to compete for jobs
of the future that do not even exist today (Partnership for 21
st
Century Skills, 2006).
Survey data collected at San Carlos confirms that STEM curriculum promotes 21
st

century skills at this school. Students also strongly agreed that STEM instruction was an
important part of their education. As a comparison, teachers at Don Bosco were neutral on
STEM education’s promoting 21
st
century skills, and teachers at Sixaola positively responded to
the question (Table 6).

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Table 6
STEM Curriculum Promoting 21
st
Century Skills needed for Participation in the Science Fair
Survey Question Survey
Group
Strongly
Agree
Agree Disagree Strongly
Disagree
Unsure
STEM curriculum
promotes 21
st
century
skills such as critical
thinking,
collaboration, and
communication
needed for
participation in the
science fair.
Colegio
Cientifico
San Carlos
Teachers

N=5

4

1

0

0

0
Don Bosco
Teachers

N= 30

8

7

4

2

9
Liceo
Academico
Teachers

N=3

1

2

0

0

0
STEM instruction has
been an important
part of my education.
Colegio
Cientifico
Students

N=32

24

8

0

0

6
Don Bosco
Students

N=168

78

58

5

0

27
Liceo
Academico
Students

N=23

10

9

0

0

4

All teachers at San Carlos either strongly agreed or agreed that STEM curriculum
promotes 21
st
century skills. At Don Bosco, half of the teachers surveyed either strongly agreed
or agreed, approximately a quarter of teachers disagreed or strongly disagreed, and a quarter
were unsure. Survey results at Sixaola found that all teachers either strongly agreed or agreed.
This range of data is likely due to the variation in the instructional programs and curricula used
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at each school. San Carlos is a school that prides itself on developing critical thinkers and using
the scientific process in every class.
Interviews with students, school officials, government officials, and individuals from the
business sector concur with the importance of problem-based project-entered learning for
students as a means to teach skills necessary to obtain good wages.
Carlos Delgado, graduate of Colegio Cientifico, shared that the most important skill he
gained from participating in the scientific process and creating science projects was the ability to
work in teams and collaborate (personal interview, June 2014).
Johanna Villalobos Murillo, teacher at San Carlos, shared that the importance of STEM
education is
The application of the scientific method because that helps students develop knowledge
systematically, and, then, the interpretation of the information in an objective and critical
manner generate their own knowledge (personal interview, June, 2014).
Mary Helen Bialas, Director of Community Outreach for Intel shared her perspective on
the science curriculum, including the science fair and the positive impact it has on students. Ms.
Bialas stated that
It opens up an opportunity for kids to think about things and to explore things that they
hadn’t thought of in the past. First, they’re solving real problems. They’re looking at
what’s a situation in the community, what’s a situation in their school, what’s a world
problem, what’s my father’s problem? They’re looking at issues that are real and that
they have feelings toward. They realize that they can do something about them. Some of
the skills that they develop are not only the research aspect and the content, but it’s more
the soft skills, where they become … take initiative, where it improves their self-esteem,
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where they want to feel part, and they feel part of their community, and they feel that
they’re contributors to that community (personal interview, June 2014).
Newly created jobs in science are moving Costa Rica from a third world country to a
competitive first world country with a knowledge-based economy. The overall consensus of
those interviewed was that, to be competitive in a global economy, one must have knowledge of
STEM.
Classroom observations conducted at Colegio Cientifico were used to triangulate the
emerging theme that STEM education teaches students a way of thinking and problem solving
Every classroom observed contained students using technology, working in groups, and solving
problems. A biology class used candy to attract bugs in a field, while the physics class tested a
hypothesis. In all classes, the teacher acted more as a facilitator than as lecturer, even though the
teachers were all college professors.
This study overwhelmingly found that Colegio Cientifico San Carlos is developed around
the premise of teaching students the scientific method as a means to think through real life
problems outside of the classroom. Students and staff all reiterated the importance of learning
this way, and classroom observations found evidence of students engaged in activities that
assisted in the development of Wagner’s (2008) 21
st
century survival skills. Government
officials also agreed that students must be taught these essential skills to be productive citizens of
Costa Rica. Additionally, business leaders concurred with the importance of hiring employees
who have the ability to solve problems.

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Results: Research Question 2
Research Question 2 asked: How has mandating the national science and technology fair
participation influenced implementation of 21
st
century skills through the use of project-based
learning and use of technology by teachers across all curricular areas? How has it impacted
curriculum and instruction? The aim of this question was to explore the connection between the
country’s mandated science fair participation for all students and the practices that take place
within the classrooms in Costa Rica. In addition, this question looked at technology as a tool in
schools and at the transfer of 21
st
century skills from the classrooms to the workforce.
Wagner’s (2008) 21
st
Century skills framework was used to analyze data collected in
Costa Rica. These skills are critical thinking and problem solving skills, the ability to
collaborate, leadership, agility, adaptability, creativity, curiosity, as well as oral and written
communication skills. These are the skills that students will need to transfer to the workforce in
a knowledge-based economy.
Observations of project-based learning in Costa Rica were examined through the lens of a
framework created by Scott Slough ad John Milam as outlined in Caprano, Caprano and Morgan
(2013) that identifies the following design principles of PBL:
1) Content is made accessible to learners by allowing student engagement, providing
multiple examples, and allowing ample opportunities for exploration and time to
connect new information to prior knowledge.
2) Learners must be taught how to think scientifically through visible thinking.
Teachers must demonstrate scientific thinking and provide scaffolding to allow
students to think aloud and make their knowledge visible.
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3) Students must learn to work together by listening, engaging in conversation and
discussion, be able to challenge others’ opinions and further each other’s thinking
while establishing cultural norms and appropriate social structures.
4) Promoting independent thinking and lifelong learning through ongoing and consistent
encouragement, feedback and critique, rigorous projects, and the generalization of the
inquiry process through continuous use of the PBL process.
Most teachers teach using the methods they were instructed to use or information gained
in a university preparation program, neither of which mimic the skills that today’s students need
to be successful (Wagner, 2008). One of the major roadblocks of teaching 21
st
century skills is
that teachers are unaware of how to teach skills such as self-direction, collaboration, and
creativity, as these cannot be taught in the same manner as multiplication or reading. The act of
participating in a group project, or of being assigned a critical thinking task does not mean that a
student will excel.
Intel’s pledge to social responsibility and commitment to schools in Costa Rica can be
seen in its development of teacher education programs and donations of technology to local
schools. Intel also set up computer clubhouses to allow students access to computers in
communities that have few resources (CINDE, 2012; Intel, 2013). Additionally, the company
partnered with universities and technical schools to create programs needed to train workers to
enter the high tech field and promote the expansion of the knowledge-based economy (Cordero
& Paus, 2008). While Intel has been very generous in the country of Costa Rica, the resources
are not limitless, and the opportunities do not reach every teacher and student in the country.
Three major themes emerged from the data collected as part of this study. The first
theme was that participation in the national science fair influenced how teachers at San Carlos
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instruct students. The second theme was the necessity of teacher training, and, finally, the third
theme was the need for technology improvements and additional resources at schools.
The Influence of the Science Fair Decree at Colegio Cientifico San Carlos
The first theme that emerged from the data analysis was that student participation in the
national science fair influences how teachers at San Carlos instruct their classes. All students
who attend Colegio Cientifico are required to create a science fair project as part of the school
curriculum. This is a direct result of Costa Rica Decree # 31900 MEP-MICIT. Although
interviews with representatives from the Ministry of Education and the Ministry of Science and
Technology suggest that most schools do not include the science fair as part of the school day,
and, rather, treat it as an extracurricular activity, this is not the case at Colegio Cientifico in San
Carlos. All students take an investigation class their first year, and develop their science fair
projects as part of the class during the school day. The scientific process is used in every class
that students take over the two-year cycle, and all students are expected to participate in both the
school’s science fair and the regional science fair.
Student interviews and surveys, school staff interviews and surveys, and observations at
Colegio Cientifico were used to triangulate this emerging theme and explore how science fair
participation is connected to the teaching methods used at San Carlos. Findings from interviews
with leaders from the Ministry of Education and Ministry of Science and Technology all concur
that the National Science Fair Decree requires participation in the science fair, but the level of
participation varies from school to school. Interviews with these government officials helped
determine that the practices used at San Carlos prepare the students to be successful in the
regional and national science fair levels.
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Survey results found that all teachers at San Carlos who took part in the study strongly
agreed that science fair participation influences participation in STEM education. Additionally,
students attending San Carlos mostly answered that they agreed that science classes at the school
improved as a result of the national science fair policy. Of the 32 respondents, 15 strongly agree,
9 agreed, and 8 were unsure. No students from San Carlos disagreed with the statement (Table
7).
Table 7
The Influence of Science Fair Participation on Classroom Instruction
Survey
Population
Strongly
Agree
Agree Disagree Strongly
Disagree
Unsure
San Carlos
Teachers
N=5
5 0 0 0 0
San Carlos
Students
N=32
15 9 0 0 8

Interviews conducted with Colegio Cientifico San Carlos, National Science Fair winner
Carlos Delgado confirm the survey results. He expressed how his teacher encouraged his
participation in the fair and supported the efforts of his science fair team:
Regarding education in Costa Rica, they focus a lot on these subjects, but they will never
tell you to make a project to participate in a fair. In fact, they don’t talk a lot about the
scientific fairs, but they focus on knowledge of the basics. Regarding science and
technology fairs, we participated when we made projects for the class, and the teachers
noticed that they were really very good, so they proposed that we participate in these
kinds of fairs. They are very important because they motivate us to want to make a good
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project so that we have the possibility of participating in these fairs. (personal interview,
June, 2014)
Wainer Montero Carmona, a biotechnology professor at ITCR: San Carlos and Carlos’
science fair mentor described how he incorporates the science fair into his educational program:
At least in our school, teachers who really believe in the learning by doing theories
incorporate science and technology fairs as part of their daily teaching tools. We have
tried to incorporate this learning by doing process further into the classroom so that
students internalize the knowledge gained from their own perspective of seeking
knowledge. (personal interview, June, 2014)
Colegio Cientifico San Carlos Chemistry professor Johanna Villalobos Murillo shared
her perception of how the school’s implementation of the science fair process is different than
what happens at other high schools:
I believe that policy remains in mere theory because it’s not generating, at the level of
other schools, the impact it should have. It’s like a certification, right; it’s just a
certification by itself and not the certification allowing me to perform. So, summing up, I
think that, in terms of schools, the use of science fairs provides students better tools to
deal with future problems. I feel that, this school, it’s part of the college. I don’t see it as
a policy that was issued by the government or the Ministry of Education, but part of the
responsibilities of the college. (personal interview, June, 2014)
National Science Fair director, Luis Andres Calderon and Nathalie Valencia Chacon, the
science fair coordinator from the Ministry of Science and Technology shared similar information
related to teachers’ incorporation of the science fair into their classrooms throughout the country.
They both described how the decree mandates the science fair to take place, but the actual
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teaching and development of the inquiry skills depends on the specific school and teacher. In
most public schools, the science fair is an extracurricular activity.
Nathalie Valencia Chacon said,
When the fair process has an adequate pedagogic intervention, definitely the impact of
the science teaching and learning would be significant. The problem is and we go back to
the main challenge, our teachers are not necessarily well educated in sciences or
pedagogy to lead processes of student research. So that’s the challenge, right? And if they
have the proper training, no matter if the activity is not integrated in the curricula, you do
the homework anyways. I personally worked in that way with my students, and, actually,
you can’t make a fair a proper evaluation within the grade of a class. (personal interview,
June, 2014)
Similarly, Luis Andres Calderon shared,
Yes, there has been a change, maybe not like one would expect, right? Because we have
not managed to introduce it directly into the classroom, not in the curriculum’s aspect.
The change has taken place, maybe, in terms of attitude where the teachers want to start
working on the fair projects at the beginning of the year to participate in the process. Or,
maybe, the change can be seen in – in elementary education. Here in Costa Rica, we
work in research. The subject matter is called Past Sciences and Research, so then,
maybe, the change can be noticeable because it has been implemented in elementary
education, not in high school education. (personal interview, June 2014)
Although the implementation varies from school to school, Mary Helen Bialas, the
community outreach coordinator for Intel Costa Rica, shared her beliefs on student participation
in the science fair and the impact on their schooling. She thinks that
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having participated in the science fair has given them the opportunity to look at how they
can take initiative, how they can solve problems. It’s given them communication skills.
It’s given them teamwork skills. It’s definitely made them think. It has helped them
believe in themselves (personal interview, June, 2014).
While visiting Colegio Cientifico San Carlos, the research team had the opportunity to
observe the students in an investigation class. The class is designed for students to learn the
skills needed to develop science fair projects using the scientific method. The class that was
observed was composed of 12 2
nd
year students who had already created teams, formed
hypotheses, identified science fair tutors/mentors, and were into the phase of refining their
hypotheses and completing second trials. The students within the class had the freedom to leave
the room to access other resources on campus as needed. Students described how they located
their own tutors/mentors and, in one case, how they accessed resources from other universities
when resources were not available at ITCR: San Carlos. Many of the groups volunteered to share
information on their current projects with pride. All students had hopes of winning the regional
science fair in order to participate in the national science fair.
The evidence suggests that teachers at San Carlos use methods that prepare the students
to participate in the national science fair. Learning the scientific method and completing science
projects are built into the daily school program. All teachers instruct their classes using a
problem-based learning approach that incorporates student engagement, exploration,
opportunities to think scientifically, working together by listening, engaging in conversation and
discussion, and establishing cultural norms. These are activities included as part of Slough and
Milam’s (2013), framework for project-based learning. Evidence also suggests that this practice
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does not happen at every school at Costa Rica, and Colegio Cientifico could be used an a model
school for others wishing to better prepare students for participation in the science fair process.
It appears that the national decree requires that the science fair process be put in place at
the institution, district, regional and national level; however, the decree falls short of requiring
schools to change curriculum or teaching practices to prepare students for participation. The fact
that all three of the study locations (Colegio Cientifico San Carlos, Don Bosco, and Liceo
Academico Sixaola) incorporate project based learning and the scientific method into their
instructional programs is likely a reason that students from each of these institutions continually
do well in the national science fair of Costa Rica.
The Importance of the Teacher in the Science Fair Process
The second theme emerging in this research question is that teacher training is critical to
student success in the science fair. Throughout the interviews, study participants described the
importance of the teachers in the process as not only mentors and motivators, but also as
facilitators of the scientific process. There are tremendous variations among schools and even
individual teachers in the implementation of the science fairs and the emphasis that is placed on
the process. Surveys and interviews with students and school staff as well as interviews of
government officials and business leaders reiterated the importance of having a well-trained
teacher.
Survey results from all three study sites provided evidence of the importance of the
teacher in the science fair process. Data from Colegio Cientifico San Carlos indicate that 94%
of the students questioned strongly agreed and 6% agreed that their teacher was an important part
of their preparation for the science fair. Additionally 75% of students strongly agreed and 25%
of students agreed that class projects help prepare them for the science fair. These percentages
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are a bit higher than the average obtained from survey results at the other two study sites. At
Don Bosco, 32% of the students questioned strongly agreed and 49% agreed that their teacher
was an important part of their preparation for the science fair. Additionally 10% of students
strongly agreed and 45% of students agreed that class projects help prepare them for the science
fair. Finally at Sixaola, 35% of the students questioned strongly agreed and 30% agreed that
their teacher was an important part of their preparation for the science fair. In addition, 39% of
students strongly agreed and 30% of students agreed that class projects help prepared them for
the science fair.
When teachers were asked via survey if schools were preparing students for the science
fair, at San Carlos, all 5 teachers answered in the affirmative. At Don Bosco, 12 of the 30
teachers felt that the school was preparing students for the science fair, 10 disagreed and 8 were
unsure. At the last study site, Sixaola, two of the three teachers agreed that the school was
preparing students for the science fair and 1 staff member disagreed (Table 8).

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Table 8
Impact of Teachers on Student Science Fair Participation
Survey Question Survey
Group
Strongly
Agree
Agree Disagree Strongly
Disagree
Unsure
My teacher was an
important part of my
preparation for the
science fair.
Colegio
Cientifico
San Carlos
Students

N=32

30

2

0

0

0
Don Bosco
Students

N= 168

53

82

19

3

11
Liceo
Academico
Students

N=23

8

7

3

2

3
Projects in my science
class prepared me for
the science fair.
Colegio
Cientifico
Students

N=32

24

8

0

0

6
Don Bosco
Students

N=168

17

76

52

8

15
Liceo
Academico
Students

N=23

9

7

2

0

5

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Table 8, continued
Survey Question Survey
Group
Strongly
Agree
Agree Disagree Strongly
Disagree
Unsure
Schools are preparing
students well for the
science fair.
Colegio
Cientifico
Teachers

N=5

2

3

0

0

0
Don Bosco
Teachers

N=30

2

10

10

0

8
Liceo
Academico
Teaachers

N=3

1

1

1

0

0

These variations in results among the three research could be attributed to the student
composition and emphasis at each school. At Colegio Cientifico, students who enter the
program excel in science and enter the school knowing that the science fair is integrated into the
curriculum every day. Don Bosco is a technical high school program, and Sixaola is a
comprehensive academic high school. While all students who enter Colegio Cientifico are
prepared to study the field of science after finishing high school, this is not the case at the other
two school sites.
A former student at Colegio Cientifico San Carlos, Carlos Delgado describes his teacher
who influenced him to expand his classroom science project and compete in the regional and
national competition:
In the case of the project we won at national and international level, the professor gave us
an option, “We have a problem, and we don’t know how to solve it. Tell us how we can
solve it.” And, as we had an affinity for math, we decided to apply math in the area of
biotechnology. The professor liked it, and, in fact, he hadn’t noticed it, so, when he told
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us it was a very good project, he told us to move even further to improve it so that it
could be more feasible for the people who were going to apply it. That’s when we made
a computer application and our professor loved it, so he told us we should participate in
the fair.
Colegio Cientifico San Carlos headmaster, Marco Juarez, described the importance of the
teacher in the science fair process at his school:
So, there is lots of motivation from the students. Motivation should always be
accompanied by their teachers or mentors and, sometimes, mentors don’t provide the
tools for the boys to develop it, so ideas, effort, desire to work are limited by the effort of
the teacher. That’s the part not negative, but less positive. (personal interview, June,
2014)
Luis Andres Calderon, National Science Fair director representing the Ministry of
Education described the reaction when the science fair decree was adopted in 2004 to be
implemented in 2005. Additionally, he shared teacher concern with the limited training that
given prior to the decree:
Some teachers were very interested, and some saw it was mandatory and were upset that
they hadn’t yet trained the people about this process and were not very happy about it.
Because here, because of policies from the Ministry of Public Education, it is decided
that something will be done, and it is first approved in a specific region, so, the next year
when everybody has to do it, it has only been tested in one single region and everybody
else doesn’t know it, but they have to learn without training, so it is very difficult.
(personal interview, June 2014)
Additionally Mr. Calderon shared insight on how the fair and teacher implementation has
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evolved over the last 10 years of the mandate:
There is a lot of people that still don’t know how fairs work. For example, the project log
book, we are not very fond of writing what we do here, so, then, we have to insist very
much that this is a very part of the project. Despite the fact that we have been doing this
for many years, there are still several training processes to be carried out when making
this a national policy. (personal interview, June 2014)
Nathalie Valencia Chacon, Coordinator from the Ministry of Science and Technology
also described the discrepancy in training that exists among teachers in Costa Rica:
The key is to provide a better enticement for teachers because they are not receiving that
education, neither in colleges nor from the Ministry of Education, so we need to push. I
mean, I think, what did we do with science fairs in Costa Rica? Now, we have coverage,
now we can say we finally got coverage, I mean, we democratized the fair process, now
what is the next step? Now, it is the most important thing, now we have to improve the
quality in processes and what does that imply? Well, we have to provide training to
teachers who are going to be in the process, and we hope these changes could be
supported by a change in the curricula area. (personal interview, June 2014)
Schools such as Colegio Cientifico San Carlos are at an advantage when it comes to
science fairs, as all of the science teachers are trained university professors with an
understanding of research principles and the scientific method. Classroom observations show
evidence of students using 21
st
century skills such as critical thinking, collaboration, creativity,
and adaptability as they solve problems associated with their classes. Additionally, evidence of
opportunities for exploration, teacher demonstration of scientific thinking, collaboration,
productive disagreement, rigorous projects, and the generalization of the inquiry process through
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continuous use of the PBL process were observed throughout the school day in 7 different
classroom settings at Colegio Cientifico San Carlos.
Surveys and Interviews with students, school personnel, and government officials were
used to explore the importance of teachers training in the science fair process. While there was
evidence of some training provided by the ministry of education, Intel, and universities, it
appears that the level of teacher preparedness varies from school to school and classroom to
classroom.
Technology
The third theme is that technology and other resources are needed at schools across the
country to support implementation of the science fair. While the government dedicated nearly
8% of the national budget to education, many schools still face the challenge of having very little
money to buy supplies or enough technology to keep up with current demands (CINDE, 2012).
Almost all individuals who participated in this research, with the exception of students, shared a
consensus that, although the country is flourishing, they are still very poor by western standards
and feel as though schools could do more to prepare students for the science fair if given
additional resources.
Survey results support the notion that students need technology and other resources to
prepare for the science fair, as 94% of the students who participated at San Carlos strongly
agreed that technology was an important part of preparation for the science fair. At Don Bosco,
54% strongly agreed with the statement and at Sixaola 50% strongly agreed. The difference in
survey results among study sites is possibly an indicator of the variation in resources available to
students at their respective schools (Table 9).

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Table 9
The Importance of Technology
Survey Question Survey
Group
Strongly
Agree
Agree Disagree Strongly
Disagree
Unsure
The fair promotes the
use of technology in
schools.
Colegio
Cientifico
San Carlos
Teachers

N=5

1

2

1

0

1
Don Bosco
Teachers

N= 30

9

14

2

1

4
Liceo
Academico
Teachers

N=3

1

2

0

0

0
Technology was an
important part of my
preparation for the
science fair.
Colegio
Cientifico
Students

N=32

30

2

0

0

6
Don Bosco
Students

N=168

91

53

16

1

7
Liceo
Academico
Students

N=23

9

9

0

0

5

Interestingly, during the interviews, no student mentioned technology or resources as
being barriers to completing their science fair projects. In fact, one student, a 2
nd
year student at
San Carlos described how she needed a chemical solution that was not available at ITCR: San
Carlos and how she was able to find a professor at UCR and contact him. He agreed to provide
her with the material she needed for her study and even knew someone who was visiting the
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region and could drop it off to the school. When asked if a professor helped her with the
connection, she said no. She knew that the solution had to be somewhere in Costa Rica, and she
found out by going on line. Another student explained how he has an uncle who is a scientist,
and he knew one of his classmates needed help with a project, so he introduced them to ensure
that his classmate got help to complete his project. These are real life examples of Wagner’s
(2008) 21
st
century skills in action. In the process of identifying resources, the students were
involved in critical thinking, problem solving, collaboration, adaptability, creativity, curiosity,
and the use of oral and written communication skills
On the other hand, teachers, educational leaders, government leaders, and business
leaders all described how resources and technology impede participation in the science fair;
however, there was an overwhelming consensus that schools are doing the best they can with the
limited resources they have. In most cases, the sentiment was imagining what they could do if
given more. National science fair director, Luis Andres Calderon shared how many students
projects are never fully carried out due to limited resources:
Yes, the problem that we have, sometimes, is that there are very good projects that
remain in the institutions because they don’t have a direct contact with the places where
they could develop their project. So, then, we do lose a lot of technological and scientific
development due to the limited resources (personal interview, June 2014).
A similar concern with equity across the various regions of Costa Rica is described by
Vanessa Gibson, Director of Aftercare for CINDE:
Again, it’s always a very small group that has access to this (national science fair),
because of the lack of resources. The government doesn’t have the way to be more
inclusive or to promote the participation of more people, at least the awareness. You
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probably don’t like math, but not necessarily just run away, but interact with it and see
where you could fit in, but that has been the case. (personal interview, June 2014)
The Director of Human Capital for the Ministry of Science and Technology, Silvia
Arguello Vargas, also sees access as being a barrier to educational equity in the country:
We have a lot of differences, even when we are a very small country, right? We are a
small dot in Central America. We only have four million inhabitants in 51,100 square
kilometers. It is very small. We are very, very different. We are a multicultural country.
Despite the fact we are a very small country, we have a lot of economical differences.
There are a lot of differences in regard to technology access, education access and even
when the education in Costa Rica is free and mandatory, the quality in this education is
very different in certain regions (personal interview, June, 2014).
As a contrast, business leader and rocket scientist Franklin Chang Diaz described how
technology tends to be overused and how it is important for students to know how to do things
on their own and make sure that answers make sense:
It's nice to be able to have an answer by punching in the numbers in your computer or
your calculator, and get a solution quickly, but, sometimes, it’s done without the
knowledge of what really goes on inside that process. Too much emphasis in an
electronic tool sometimes gives you the wrong answer. Sometimes, you believe just
because a computer tells you that the answer is so and so, that it must be right. Being
able to get an answer and determine whether that answer makes sense, that I think is
being gradually lost. That I'm worried about. (personal interview, July 2014)
Observations were also used to support this theme. A tour of Colegio Cientifico San
Carlos suggested that even the university that houses the school is in need of additional resources
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to prepare students who will be adequately trained to compete in the global job force. Because
all classes in this program are taught in college classrooms, researchers had the opportunity to
see where scientists are made and trained at the university level. With the exception of the
biotechnology lab at ITCR: San Carlos, the labs on campus were very plain and lacked updated
equipment. Students were sharing materials and telescopes did not appear to be new. The
chemical storage shed contained 3 shelves of materials that could be used by professors in their
classes. Head master Marco Juarez explained that, although the materials seem sparse, the
program at Colegio Cientifico has much more than a traditional high school due to the unique
partnership with the university and full access to the campus (personal interview, June, 2014).
Students in the program do have laptops, but most are very large and appear to be outdated. The
library on campus also appeared to be smaller than the library of a typical high school in the
United States. Although the technology and resources were limited, the students were all
engaged in hands-on, higher-level-thinking exercises.
Surveys, interviews, and observations were all used to gain a better understanding of the
importance of technology and resources to further the academic program of schools, specifically
in preparing students to participate in the science fair, and advanced science, technology,
engineering, and math fields in Costa Rica. Interestingly, school officials and government
officials all agreed that the students were limited by the availability of resources and inequity
among schools; however, the student interviews and surveys reflected the idea that, rather than
limiting the opportunities to create advanced science fair projects, the resource barriers were
solved by problem solving, collaborating, and creating partnerships with community members
and universities throughout the country.
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An important point to note is that all students interviewed as part of this research attended
Colegio Cientifico San Carlos, a specialized scientific school that promotes students’
involvement in STEM and a drive to explore. The students interviewed were all motivated to
advance in the science fair, as science was a talent and passion. Most students agreed that the
science programs and access to materials and technology are much different at the local regional
high schools they would have attended had they not been accepted at San Carlos.
All of the school officials, government officials, and business leaders spoke based on
their perceptions of the entire country, not just Colegio Cientifico San Carlos. Ultimately, this
shows that the program available at Colegio Cientifico provides students the support needed to
ensure their ideas and projects are brought to existence, but this is not necessarily true of all the
country’s schools.
While Costa Rica has a drive to improve the standard of living through education, it is
evident that there are many variations in school programs across the country. The
implementation of practices leading to student participation in the science fair process is one
such area. It is evident that national leaders place an emphasis on STEM fields, but resources
and teacher training remain challenges. At schools such as Colegio Cientifico, Don Bosco, and
Liceo Academico, students learn 21
st
century skills that not only lead to success in the science
fair, but also to futures in fields that will help the nation emerge as a global competition in the
knowledge-based economy.
Results: 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? The
purpose of final research question was to determine whether the science fair policy made a
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difference in the perceived importance of STEM education. Questions asked helped to
understand the importance of educating students for jobs available in the high tech industry and
helping the country move from an agriculture-based society to a knowledge-based society. The
major themes that emerged from this research question are that participation in science fairs
increased student interest in studying Science related fields in college and that STEM education
is important to the future of Costa Rica.
Friedman (2007) describes globalization as occurring in three distinct eras, the first and
second driven by western societies gaining wealth and power through trade and multinational
corporations, and the final, current era, shaped by developing countries with a drive to better
their standard of living. Countries such as Costa Rica are taking advantage of these
opportunities to compete in the global market and improve the lives of their citizens.
In order to compete for world talent and be a leader in global innovation, a country must
place an emphasis on STEM job opportunities (Bybee, 2010; Caprano, Caprano & Morgan,
2013). A STEM background is needed to land a job in any of the 30 fastest-growing industries
(Langdon et al., 2011). STEM education is vital to increasing the number of knowledge-based
workers and will be the livelihood of the country moving forward in a global economy
(Christensen et al., 2011).
Post Secondary Interest in STEM Fields
The first theme of the third research question is that participation in science fairs led to
greater student interest in studying science related fields in college. All students interviewed
from Colegio Cientifico San Carlos have aspirations to become scientists, researchers, or
engineers. Due to the school’s unique location embedded on the campus of the Institute of
technology San Carlos, students take college level classes and receive instruction from university
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professors. Students school shared that the projects they are engaged in during their time at
Colegio Cientifico help them to narrow down the interests they may wish to pursue when they
graduate and attend a college. For most students, the University of Costa Rica, San Jose and the
main campus of the Institute of Technology located in Cartago were aspirations due to their
science, medicine and engineering programs.
Survey results collected from students and teachers both show a correlation between
science fair participation and interest in studying post-secondary STEM fields. At San Carlos,
all students either strongly agreed or agreed that the science fair influenced their interest in post-
secondary study of science. All five teachers at the site also felt that the science fair helped
prepare students for post secondary education. Sixaola and Don Bosco both had a majority of
students who either strongly agreed or agreed that participation in the science fair influenced
their post secondary interest in STEM; however, the percentages were not as high as those at San
Carlos. The same is true for teachers’ beliefs that the science fair is beneficial to students’ post-
secondary preparation. All three of these study locations are actively involved in the Costa Rica
national science fair process and typically have students participate in the Intel sponsored
international science fair.

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Table 10
STEM in College
Survey Question Survey
Population
Strongly
Agree
Agree Disagree Strongly
Disagree
Don’t
Know
My interest in
studying STEM
subjects in college
increased due to
my participation
in the science fair.
San Carlos
Students
N=32
29 3 0 0 0
Don Bosco
Students
N=168
52 67 30 2 17
Sixaola
Students
N=23
9 6 1 0 7
The science fair
has been beneficial
in preparing
students for post
secondary
education.
San Carlos
Teachers
N=5
5 0 0 0 0
Don Bosco
Teachers
N=30
11 15 1 1 2
Sixaola
Teachers
N=3
3 0 0 0 0

Interviews with former Colegio Cientifico student Carlos Delgado, paired with interviews
of school employees, government officials and business leaders provide further insight into the
importance of the science fair in preparing students for post-secondary education in STEM
fields.
Carlos Delgado’s science fair project involved math and developing a computer program
that is used in chemistry. He shared how this inspired him as he took the exam needed for
acceptance into a college major:
When we participated in the science and technology fair, we were having our final
exams, and we had to choose our career, and I was very interested in the industrial
sphere, and I didn’t want to lose the engineering aspect, either, and I wanted to continue
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applying physics, chemistry and, especially, math. In the career I have chosen, I apply
math every day. As I told you, I’m Inventory Manager. I have to make purchases every
day, I have to perform the logistics of my inventories, I have to apply math on a daily
basis. I can’t get rid of it. (personal interview, June, 2014)
Johanna Villalobos Murillo, a chemistry professor at Colegio Cientifico San Carlos
shared that the science fair may drive some students toward a specific area of study, but what she
felt was more important that came out of science fair participation was the research foundation
that can be used in any field:
In some cases, because, sometimes, it’s very possible that the student follows the line that
the project brings for his or her advanced studies – but that’s not the same case for others,
or there are students who have participated in a research biotechnology study project and
end up studying computers. But I think it’s the foundation of how to do a research project
that gives them the support to be successful at a higher education level. (personal
interview, June, 2014)
Jose Castro Nieto, the lead scientist at Ad Astra Costa Rica and an engineering professor
at University of Costa Rica, Liberia, also felt that the importance of the science fair was teaching
students how to come to conclusions and solve problems. He felt those were skills that would
lead to student success in college:
I think, when you're learning math and science and engineering, along with that, it
teaches you a very systematic and useful way to attack problems and to find a solution to
those problems. And, those problems don't necessarily have to be scientific or
technological, but the same type of thinking would apply to any type of problem. So,
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learning that way of thinking will help in any career path that student chooses. (personal
interview, June, 2014)
Mary Helen Bialas, the Academic Relations and Education Program Manager for Intel
Costa Rica, was instrumental in the Intel sponsorship of the national science fair and played a
tremendous part in the growth of the science fair as well as the adoption of the national science
fair decree. Ms. Bialas is an advocate for STEM education and the integration of the science fair
into science classes across the country; however, she sees the science fair as a vehicle to teach
the skills that students need when they go to college rather than a pathway to a specific field.
She shared,
I think the biggest part there is giving them independence. They need to take initiative.
They come from a very sheltered environment in primary and secondary high school.
When they go into the university, they’re thrown into these huge classes where they have
to stand out. If they’re going to stand out, they have to have the skills to do that.
(personal interview, June, 2014)
Data collected through surveys and interviews with students suggests that Science fair
participation does factor into student determination of post-secondary areas of study. While
teachers also agreed that participation in the science fair is beneficial to student’s college
experience, they see the value in participation as the skills that students learn from engaging in
the scientific process. Ultimately, these are the skills that educators and representatives from the
business sector feel will catapult young adults into productive members of a knowledge-based
economic country.

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The Future of Costa Rica
The last theme of the third research question is that STEM education is important to the
future of Costa Rica. Overwhelmingly, study participants spoke of the desire to better the
country and the reality that this could only be done through education and being competitive in
the knowledge-based global economy. A sense of pride in country over individual
accomplishment was felt in each interview.
Survey result from students and adults from education, government, and business sectors
all firmly established the importance of STEM education and the science fair to the growth of the
country (Table 11). There is a strong belief that the country can be competitive in the global
economy if they can continue to grow their inventory of scientists and engineers. Additionally,
the science fair was found to be a tool to prepare students for the labor force of the country. This
information was substantiated in interviews conducted as part of this study.
Table 11
The Future of Costa Rica
Survey Question Study
Participants
Strongly
Agree
Agree Disagree Strongly
Disagree
Don’t
Know
STEM education
and the science fair
are important to
the future of Costa
Rica.
San Carlos
Students
N=32
32 0 0 0 0
Don Bosco
Students
N=168
127 33 1 0 17
Sixaola
Students
N=23
15 4 0 0 4

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Table 11, continued
Survey Question Study
Participants
Strongly
Agree
Agree Disagree Strongly
Disagree
Don’t
Know
The science fair has
been beneficial in
preparing students
for the labor force.
San Carlos
Staff
N=5
4 1 0 0 0
Don Bosco
Staff
N=30
11 12 2 1 4
Sixaola Staff
N=3
3 0 0 0 0
N=number participants surveyed at each site
Carlos Delgado, the student who was the center of this research project, attended the
Scientific High School in San Carlos but moved to San Jose in order to attend engineering school
at the Institute of Technology in Cartago and obtain employment in the field of industrial
engineering. The college course offerings at the Institute of Technology in his hometown of San
Carlos are focused on farming practices and biology rather than engineering. He shared,
Currently, I see that, at the Technological School in Cartago, more students from San
Carlos are coming. You can see that it is something that is being instilled from school to
move further on, which is something that education can strengthen in someone’s career.
(personal interview, June, 2014)
Similarly, Marco Juarez, the headmaster from Carlos’s high school in San Carlos, shared
his feeling that the country knows that a means to remain competitive globally is through math
and science and has chosen to invest in those areas to support students like Carlos, who are the
future of the country. He said,
I think we’re on the right track. I think Costa Rica belonging to an area in the world that
is poor, though, has wanted to think like rich country, and it has chosen to invest as
necessary to develop education. So, from that point of view, policies and science, math
and technology will remain a flagship on which the country relies to develop
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internationally in terms of skills and its state policy. It’s a policy which creates those
talents and motivation for science and technology still and will be for many years.
(personal interview, June, 2014)
Johanna Villalobos Murillo, the teacher from San Carlos, added her thoughts on how
STEM will lead to a better distribution of wealth throughout Costa Rica, which will lead to
growth of the country as a whole:
We are in the era of knowledge, so, it’s not just general knowledge, but apply that
knowledge and that application is technology, engineering, and design. So, at this point,
if we are trying to join math, science, technology and all these areas as one, jointly and
across, and in every way, then we would be able to help a country succeed economically.
And, by improving economically, we will have social improvement and a more equitable
distribution of wealth and distribution of knowledge. (personal interview, June, 2014)
Interviews with government officials also corroborated the importance of education in
Costa Rica’s quest to grow its economy. Sylvia Arguello acknowledged the current jobs
available in the country. She touched on the importance of not only producing workers skilled to
fulfill jobs created by MNCs but to produce scientists and engineers who can work in research
and development. She sees this as essential to prosperity in the global economy. She shared the
following:
If we want to achieve an economy based in knowledge and now we have a lot of
companies working in research and development, we do not have enough science and
technology professionals who are very required in companies. I think we have a great
challenge to see what we can do to generate more people in science and technology, and
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that’s a beautiful challenge, but we need a lot of effort in education. (personal interview,
June, 2014)
Sylvia Mora Escalante, the Minister of Education shared her concern for the country and
the fact that it needs to produce more scientists to be competitive in the 21
st
century. She feels
“It is very, very important, and we have a great challenge in Costa Rica in those fields of science,
and in mathematics. We don’t have enough people studying the technology areas, especially
engineering” (personal interview, June, 2014).
In order to analyze the ability of schools to meet the demands for skilled workers, several
representatives from the business sector were included in this study. It was important to have the
insight from companies that are currently hiring workers who are products of the school system
to see if initiatives such as the science fair are beneficial. All three business-affiliated
interviewees mentioned the need to raise the bar and produce researchers instead of trained
workers.
Franklin Chang Diaz, founder of Ad Astra and creator of the 21
st
century skills initiative,
reiterated that the future lies in science and that people enjoy a higher standard of living that can
not be maintained in the field of agriculture:
Costa Rica has close to five million people who are interested in living well and having a
good standard of living: good food and all the good things. Agriculture will not supply
that. Basically, the country cannot maintain that level of standard living on agriculture.
(personal interview June, 2014)
Mary Helen Bialas, the Academic Relations and Education Program Manager for Intel
Costa Rica, concurred with the idea that the country transitioned from agriculture to a
production-based economy. Like the teachers at San Carlos, government officials, and business
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leaders, Mary Helen stressed the importance of focusing on knowledge-based jobs and the
necessity to sell their own inventions as being the next step in improving the economy of the
country. Mary Helen said,
Costa Rica’s gone through a process of being a very agricultural-based country. It’s
moved into having tourism and services being at the next economic level. To be
competitive now, it really has to use the knowledge … this knowledge that it has and be
able to sell the knowledge. To be able to sell the knowledge, you have to have
researchers. You have to have scientists. You have to have engineers who are applying
this information and moving forward, and investment in research. There’s a lot of
statistics out there. I don’t have them all in my head, but there’s a lot of data out there
about, as the country invests in research development, they move up the scale in the
economy. (personal interview, June, 2014)
Finally, in her role as director of aftercare for CINDE, Jessica Gibson shared her concern
with retaining high tech companies in the country. She feels that the only way to retain these
companies is to have a viable workforce that includes engineers and scientists. If the job
demands can’t be filled with the available work force in Costa Rica, companies will move their
operations elsewhere. When asked about the importance of STEM education she said,
It is the fuel of Costa Rica development, because we're targeting, we’re working hard as a
country to attract more hi-tech companies and hi-tech companies means one thing: you
need more engineers, you need more scientist, you need people who are aligned. We do
need people in the social areas, don’t get me wrong, but definitely the country has to put
its path clear. (personal interview, June 2014)
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All individuals interviewed as part of this study agreed that STEM is important to the
growth of the Costa Rica. Educational programs are the catalyst of creating highly skilled and
college educated citizens in these technical fields. It is essential for Costa Rica to continue on
this growth trajectory in order to be competitive in the global economy of the 21
st
century.
Summary
Findings gathered in this study indicate that Costa Rica is a proud country dedicated to
improving the standard of living for its citizens through educational opportunities.
Overwhelmingly, study participants reiterated a sense of community and collective good, rather
than personal gain. Students interviewed all spoke of wanting to enter the field of science to
better the opportunities of their country. Schools such as Colegio Cientifico San Carlos use
project-based learning and science fair projects to prepare students for careers in the 21
st
century.
The following sections summarize the results of an analysis of the data gathered to answer the
research questions.
1. The first research question asked: To what extent do teachers implementing STEM
curriculum trace their practices back to the influence of policy, globalization, and multinational
corporations? To what extent is the economic growth of Costa Rica and STEM education
related? Two major themes emerged from the data. The first theme was that jobs created by
MNCs influence what is taught in schools. The second theme was that STEM education teaches
students a way to think and solve problems. Being able to compete in a global economy is
essential to the nation’s growth and prosperity. Enhancing the educational programs available at
schools to match the needs of newly created jobs helps to supply an adequate workforce.
2. The second research question asked: How has mandating the national science and
technology fair participation influenced implementation of 21
st
century skills through the use of
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project-based learning and use of technology by teachers across all curricular areas? How has
it impacted curriculum and instruction? Three themes emerged from this research question.
The first theme was that participation in the national science fair influences how teachers at San
Carlos instruct students. It was evident that Colegio Cientifico students and staff value the
science fair and have embedded it into the school wide program. All students at Colegio
Cientifico are instructed in all of their classes using the scientific method, which is a form of
project-based learning. The motto of the school is “Be better so you can better serve Costa
Rica.” The school’s vision is to produce scholars that will make a difference and help the
country to be competitive in the knowledge-based economy.
The second theme present in the data was that teachers in Costa Rica need additional
training to assist students with science fair projects. Although teachers at Colegio Cientifico are
very successful with science fair implementation, this is not the case across the country. A
majority of teachers tasked with helping students prepare for the science fair at other schools
were not trained as scientists and do not have an understanding of inquiry skills or the scientific
method. Finally, the third emerging theme present in the data analysis was that most schools are
in need of more technology and additional resources.
3. The third research question asked: How has the national science and technology fair
policy changed the value for STEM education for students, teachers, and educational leaders?
Two major themes emerged from the data. The first theme was that participation in science fairs
increased student interest in studying science-related fields in college. A large majority of
students interviewed and surveyed as part of this study indicated a connection between their
science fair project and their college plans. The other theme that emerged was that STEM
education is important to the future of the country.
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Chapter 5 follows with a review of the research study, conclusions, implications, and
suggestions for further research.

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CHAPTER FIVE: FINDINGS, RECOMMENDATIONS, AND CONCLUSIONS
The impact of globalization is widespread in the small Central American country of
Costa Rica. Over the last 30 years, the country transitioned from an economy based on
agriculture to one of high tech industry, foreign direct investment, and international trade
(Biesanz, Biesanz, & Biesanz, 1999; Clark, 1995; Cordero & Paus, 2008; Rodriguez-Clare,
2001). Transitions such as this require new skilled labor that was not necessary in the agriculture
industry. In order to meet these new demands, schools in Costa Rica place greater emphasis on
math and science instruction in addition to teaching students the skills needed to compete in the
21
st
century global economy ( CINDE, 2012; Intel, 2013). The nation’s standard of living
improved by competing in the global economy, thus making the landscape attractive for
additional foreign direct investments and helping drive the nation from a third world country to a
competitive player in the global market (CINDE, 2012).
The purpose of this study was to examine the influence that globalization, foreign direct
investment, and multinational corporate responsibility have on the curriculum and practices in
schools. Furthermore, the relationship between STEM education and Costa Rican economic
growth were studied. This study also examined how the mandated national science and
technology fair influences the use of project-based learning to build human capital and prepare
students for 21
st
century jobs, particularly in the fields of science, technology, engineering, and
math.
The following questions were investigated in this study:
1. To what extent do teachers implementing STEM curriculum trace their practices back
to the influence of policy, globalization, and multinational corporations? To what
extent is the economic growth of Costa Rica and STEM education related?
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2. How has mandating the national science and technology fair participation influenced
implementation of 21
st
century skills through the use of project-based learning and
use of technology by teachers across all curricular areas? How has it impacted
curriculum and instruction?
3. How has the national science and technology fair policy changed the value for
STEM education for students, teachers, and educational leaders?
Three frameworks were chosen to assist in analyzing data collected to answer the
research questions: Friedman’s (2007) framework of globalization, Wagner’s (2008) seven
survival skills for the 21
st
century, and Slough and Milam’s (2013) four design principles for
project-based learning (PBL) in the field of science, technology, engineering, and mathematics
(STEM).
This study was completed using a qualitative research design. Qualitative study design
was selected because the intent of the study was to understand individuals’ perspectives on the
identified topic (Merriam, 2009). The team of researchers representing the University of
Southern California, under the guidance of head researcher Dr. Michael Escalante, traveled to
Costa Rica for a 10-day data-collection trip. Surveys, observations, and interviews were used to
triangulate data collected (Merriam, 2009).
The fourteen researchers broke into three groups, each visiting a different school that
produced students who successfully competed and won the national science fair and went on the
compete in the Intel International Science and Engineering Fair. In this study, each researcher
was tasked with understanding the journey of one student who attended either Colegio
Cientifico: San Carlos; Don Bosco: San Jose, or Liceo Academico: Sixaola. A case study
approach was used where data was collected from multiple sources to tell the story of a specific
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student (Creswell, 2009). The information collected about each individual student was analyzed
along with data collected during interviews with representatives of the government, school
officials, and business leaders from Costa Rica. Interviewing individuals at various levels,
helped to understand the students’ experience and the actions of those who helped to build the
foundation of the education program that the science fair winner participated in. Finally,
business leaders were included in this study as a means of understanding exactly, what skills
students in Costa Rica need to possess in order to be competitive and skilled in the jobs available
in the country.
The research and data presented is based on a specific student, Carlos Delgado. Carlos is
a 2013 college graduate currently employed as an engineer for a construction company in San
Jose, Costa Rica. He attended Colegio Cientifico: San Carlos and participated in the Intel
International Science and Engineering Fair in 2008. Although most of the data collected and
presented at the school level are specific to the school that Carlos attended, survey information
from the other two research sites, Liceo Academico and Don Bosco, was used to understand how
Colegio Cientifico is similar to or different from these other sites that also have a large number
of students who participated in the international science fair.
Findings
The findings presented in this chapter answer the three research questions associated with
this study. There were three major findings associated with this study. The first finding is that
jobs available influence the instructional programs of schools, and students are taught the skills
needed to fulfill theses job demands created by multinational corporations. The second major
finding is that schools need adequate teacher training, materials, and technology to fully integrate
the science fair into their curriculum. Finally, the last major finding associated with this study is
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that students, educators, government officials, and business leaders are all committed to STEM
education as a means of improving the standard of living.
The Influence of Multi-National Corporations on Instruction
Schools strive to produce workers with the skills needed to fulfill jobs created by MNCs.
In addition, there is a drive to go a step further and not just train factory workers, but to train
future scientists and engineers who can go into research and development. Most people
interviewed believe that research and development is what will improve the economy and overall
participation in the global economy. Data suggested that the instructional practices of educators
at the schools included in this study were influenced by the needs and opportunities available as
a result of MNCs. Next, data suggested that STEM education teaches students’ effective
methods of problem solving that can transfer to the workplace. These findings are important and
significant because of national leaders’ desire to produce educated and skilled workers who can
meet the demands of MNCs. If Costa Rica is unable to provide an adequate labor force, MNCs
will look for other areas of the world to establish their businesses (CINDE, 2012; Rodriguez-
Clare, 2001).
MNCs can be credited with the growth and prosperity of the country. Freeman’s theory
of globalization (2007) implies that countries wishing to improve their standard of living create
competition and have an impact on the global trade market. In order to accomplish this, Costa
Rica had to align the education offered to students to the demands of the new employers entering
the country. MNCs created a demand for highly skilled workers (Rodriguez-Clare, 2001).
Interviews and surveys with students, educators, business officials, and government leaders in
the Ministry of Education and the Ministry Of Science and Technology reveal they all support
the idea of schools’ changing practices to meet the demands for an educated labor force.
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Research conducted by Cordero and Paus (2008) suggested that MNCs have done little to
promote a knowledge-based economy, as factory jobs do not require higher-level thinking.
Contrary to this, interviews suggested that the country produces more engineers and scientists,
and companies such as Intel introduced more research-based positions into the job market.
Additionally, representatives from Intel and Ad Astra both suggested a corporate responsibility
to support the educational system of the country. Partnerships such as this are influencing what
happens in the classrooms.
Wagner, 2008, states that the most important quality that employers look for in a new
worker is the ability to think and ask questions. Data collected strongly asserts that the STEM
educational program at the schools help student to develop these skills. Problem solving,
communicating, collaborating, and thinking critically will be the divide between those capable of
employment in a knowledge-based economy and those who will not be employed (Kay, 2009).
Colegio Cientifico: San Carlos is a school that prides itself on not only producing science fair
winners but also on integrating the scientific method into all instruction. Application of the
scientific method is a real life application of 21
st
century skills. Representatives of all sectors,
students, educators, school officials, government officials, and business leaders, have pride in the
growth of their schools and economy, but there is a sense of urgency and desire to continue to
grow in the global knowledge-based economy.
Science Fairs in Costa Rica
Although Costa Rica has a nationally mandated science fair, the implementation of the
national mandate varies by school. Schools that tend to do well in the national science fair are
schools that integrate the science fair into their school curriculum. Data collected as part of this
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study suggests that this variation is based on teacher training, availability of technology, and
materials that are available for student projects.
At Colegio Cientifico, there is a clear connection between the instruction occurring on a
daily basis and the students’ participation in the science fair process. MEP-MICIT Decree #
31900 requires that a science fair take place; however, there are no requirements for the science
fair to be integrated into the curriculum. Interviews suggested that many schools treat the
science fair as an extra curricular activity and do not integrate it into the school day; however,
Coelgio Cientifico is different. The students participate in an investigation class that prepares
them for the science fair and is the basis for the project that is created and entered into the
regional fair. Every classroom visited at Colegio Cientifico was based on the scientific method
and allowed for students to engage in project-based learning.
Data analysis suggested that teacher training is an integral component of a school’s
dedication and success in the science fair. At Colegio Cientifico: San Carlos, all teachers are
college professors with degrees in science. As students decide on science fair projects, they have
a teacher available with a background in science to act as a mentor. Similar to a study conducted
in Ohio by Schneider and Lumpe (1996), Colegio Cientifico teachers follow a systematic
approach to teaching students the scientific method, and students are prepared to participate in
the national science fair. In order for the science fair to be meaningful, students must be engaged
in critical thinking, and project based learning during the school day that can transfer to the
actual science fair projects.
Literature suggests that students’ simply creating a science fair project, in and of itself,
does not promote STEM or understanding in the field (Yasar & Baker, 2003). Additionally, in a
study conducted by Hampton and Lincona, 2006, researchers fund that inadequate preparation
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for the science fair led many participants to classify the experience as non-memorable or
negative. Interviews with various members of the Ministry of Education and the Ministry of
Science and Technology suggest that students at many schools are not privy to teachers with a
deep understanding of the scientific method. While companies such as Intel hold educator
academies to assist teachers, literature suggests that there needs to be a stronger connection
between 21
st
century skill development and teacher training programs (Wagner, 2008).
Finally, a reoccurring theme was the necessity of additional resources and technology to
improve schools and prepare students with 21
st
century skills. While students interviewed and
surveyed did not feel their educational programs were inadequate, educators reiterated how much
more they could do with additional resources and technology. Schools are faced with the
challenge of having little money to buy supplies and materials (CINDE, 2012). This was evident
during observations of the science labs at Colegio Cientifico. Although students use the college
laboratories, compared to American universities, equipment is outdated and minimal.
Companies such as Intel donated computers and equipment to many schools around the country;
however, donations are not limitless and do not reach every student (CINDE, 2012; Intel, 2013).
Interviews reiterated that idea that in order to compete globally, students need access to the
newest tools and learning systems.
The Future of Costa Rica
The final finding associated with this study was the direct connection between STEM
education and the future growth of the national economy. Costa Ricans have a desire to improve
their country and see education as the means to accomplish this goal.
Research suggests that countries will not be competitive in the global economy if they do
not excel in science fields (Bybee,2010; Caprano, Caprano, & Morgan, 2013; Langdon et al.,
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2011; Wagner, 2008). According to available literature, students who were provided the proper
tools and instruction to excel in the science fair had a positive correlation to studying a STEM-
related field in college (Bencze & Bowen, 2009; Sahin, 2013). Similar evidence was collected
from the three educational sites included in this study. Interviews and surveys all suggested that
students who participated in the national science fair felt that the experience influenced their
college plans.
Overwhelmingly, Costa Ricans interviewed as part of this study believe that jobs in the
science and engineering sector are what will move the country into a competitive force in the
global economy. Students, educators, representatives from the Ministry of Education and the
Ministry of Science and Technology, along with representatives of the business sector, all
believe that science is the means to move from the third world into the first. While there is a
sense of pride in the accomplishments, there is also a desire held by all stakeholders to move
even further. Many interviewees expressed a sentiment of not only wanting to work in MNCs
under someone else’s guidance, but to be the brains behind the research and design of new
innovation in the country.
Implications for Practice
While this case study specifically looked at one scientific high school, Colegio
Cientifico: San Carlos, replicating the design instructional program could be beneficial to other
schools in Costa Rica that would like to improve their STEM programs. This study provides
evidence that the program created has successfully groomed engineers and scientists. If schools
provide adequate instruction in STEM fields, graduates will be better prepared for the jobs
available in the knowledge-based competitive global economy.
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This study looked at STEM education through the lens of the national science fair. What
was evident from the schools visited was the connection between a strong science teacher or
science program and the students’ success in the science fair. It is critical that teacher education
programs integrate methodologies to teach teachers how to teach 21
st
century skills as well as the
scientific method to their students, as a means to further students’ active participation in the
science fair programs.
Recommendations for Research
This research study looked specifically at schools in Costa Rica that have sent multiple
students to the Intel International Science and Engineering Fair. By design, all of the students
who participated in the study excelled in science. Additionally, there was a connection between
science fair winners and the science instructional program available at their respective high
schools. Due to the constraints of this study, and the selection criteria for participating students
and schools, the results are not generalizable; however, additional research could help to further
understand STEM education in Costa Rica’s public school system. Further research is
recommended to explore the teacher education programs and how they prepare teachers to
instruct students and prepare them for jobs of the 21
st
century, specifically in the areas of STEM.
The first recommendation for future study is to expand the sample population to include a
random sample of public schools in order to better understand the variations in the application of
the national science fair mandate across the country. This study focused on a school with a
reputation for producing science fair winners. All of the educators at Colegio Cientifico: San
Carlos are practicing scientists and professors at the Institute of Technology Costa Rica in San
Carlos. Students attending this school have access to the best mentors and materials in the area,
providing them a probable advantage over neighboring non-scientific high schools. By looking
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at science fair participation at public schools that are not staffed by professional scientists,
researchers may have a better understanding of how to improve the quality of STEM education
and science fair participation across the country.
The second recommendation for future study is to explore the teacher education programs
available. A reoccurring theme in student interviews and surveys was the impact of the teacher
or mentor in the science fair process. At Colegio Cientifico: San Carlos, it was evident that there
was a connection between the teachers and mentors background in science and student success in
the science fair. Future research is needed to understand the teacher preparation taking place at
the university level to prepare educators to teach 21
st
century learners. Additionally, it is
necessary to explore how schools or the Ministry of Education can assist in the professional
development of non-science trained educators, to further enhance the science fair program across
the country. By further expanding this study, it will be possible to understand how to improve
the practices and expand the commitment to STEM education and teaching 21
st
century skills to
all schools in the country.
Conclusion
Costa Rica is a country that has positively benefitted from globalization. Less than 30
years ago, the country was an agrarian-based economy with little presence in the global market.
Today, the county is home to hundreds of multinational corporations that provide stable income
and improved opportunities for millions of citizens. The presence of MNCs improved the
standard of living and made the nation one of the wealthiest and safest in Central America
(CINDE, 2012). For all of these reasons, Costa Ricans are proud of their tiny country and
express a shared commitment to continually improve and make themselves better by the day.
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Throughout this research journey, regardless of who was interviewed, individuals were
willing to share their personal journeys and reflect on the challenges that lie ahead, but, in all
cases, the generosity and kindness of the Costa Rican people was present. Overwhelmingly,
students, educators, government leaders, and business leaders all commented on the desire to
improve their nation for future generations. Students did not talk about wanting fancy cars,
homes, or material items. Instead they talked about getting an education to better their country.
Adults shared joy and satisfaction in seeing the students prosper and participate as members of a
knowledge-based society. These collective experiences help to explain why Costa Rica,
although still poor by western standards, has so quickly become a major competitor in the global
economy.
Science Fairs in Costa Rica are a joint effort of the Ministry of Education and the
Ministry of Science and Technology. Students interviewed for this study all shared a passion for
the fair and positively felt it was important to their future in fields of science. What was evident
was the need for teachers and mentors to be trained in the science fair and integrate science fair
projects into their classroom curriculum. This is something that is not currently mandated by the
Ministry of Education. Given the proper tools and resources, the science fair can be a powerful
influence in post secondary plans.
Costa Rica is a country with a shared commitment toward STEM education.
Representatives from schools, businesses and the government all displayed an understanding that
science, technology, engineering and math are essential to continued growth and improvement of
the country. Costa Rica’s human capital, and commitment to education are two assets that will
lead to continued success and advancement in the global economy.

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Appendix A
Recruitment/Consent Letter

Dear XXX,

On June 16, 2014, a group of 14 doctoral students from the University of Southern California Rossier
School of Education will be traveling to Costa Rica as part of a research team lead by Dr. Michael
Escalante and Dr. Oryla Wiedoeft. The purpose of our research is to understand the effects of
globalization and multinational corporations on the schools of Costa Rica. Specifically, we are interested
in science, technology, engineering and math (STEM) education and the country’s national science and
technology fair as a means of producing knowledge ready workers for 21
st
century jobs.

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

4. To what extent do teachers implementing STEM curriculum trace their practices back to the
influence of policy, globalization, and multinational corporations? To what extent is the
economic growth of Costa Rica and STEM education related?

5. How has mandating the national science and technology fair participation influenced
implementation of 21
st
century skills through the use of project-based learning and use of
technology by teachers across all curricular areas? How has it impacted curriculum and
instruction?

6. How has the national science and technology fair policy changed the value for STEM
education for students, teachers, and educational leaders?

We would appreciate an opportunity to speak with you, other members of the Ministry of Education, and
educational leaders at district and school site levels. It is our goal to conduct surveys, interviews, and
observations to gather the data necessary to answer our research questions. Your input will be invaluable
to our study.

Thank you for considering our request. We are available to meet with you anytime between June 16
th
and
June 23
rd
. Please feel free to contact any member of our study team if you have any questions.

Sincerely,

USC Doctoral Students

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(Spanish Translation)

Estimado(a) XXX,

Por este medio me permito presentar a nuestro grupo de 14 estudiantes de Doctorado en Educación de la
escuela Rossier, de la Universidad del Sur de California, conocida como USC. Nosotros integramos un
grupo de estudio, bajo la dirección de los Dr. Michael Escalante y Dra. Oryla Wiedoeft, que viajará a
Costa Rica el día 13 de junio, con el propósito de investigar los efectos de la globalización e inversiones
de corporaciones multinacionales en el sistema educativo de Costa Rica. La razón de la investigación,
presta atención a las siguientes materias académicas: ciencia, tecnología, ingeniería, y matemáticas
(materias conocidas como STEM en inglés) de igual interés, nuestro estudio es el programa de Ferias
Nacionales de Ciencia y Tecnología, el cual es utilizado como un vehículo para promover una fuerza
laboral capacitada con el conocimiento y destrezas necesarias para los empleos del siglo 21.

Las siguientes preguntas nos guiarán en la investigación:

1. ¿En qué medida docentes que implementan el currículo STEM pueden trazar sus prácticas de
enseñanza en la influencia de corporaciones multinacionales, globalización, y política
nacional? ¿Hasta qué punto está relacionado el desarrollo económico de Costa Rica con la
educación basada en STEM?
2. ¿Cuál ha sido el impacto del decreto nacional, del que se requiere la participación de escuelas
en las ferias nacionales de ciencia y tecnología, para promover las destrezas para el siglo 21,
a través del aprendizaje basado en proyectos y el uso de la tecnología por los docentes, sin
importar el área de estudio? ¿Cuál ha sido el impacto en el currículo y la enseñanza?
3. ¿Cuánto ha cambiado el valor de la educación STEM para los estudiantes, docentes, y lideres
educativos basado en la política nacional de las ferias nacionales de ciencia y tecnología?

Como parte de la investigación, nos gustaría tener la oportunidad de entrevistar a miembros del ministerio
de educación, y/o líderes en el área de la educación a nivel regional, local, y/o a nivel de planteles
educativos. El propósito de nuestra visita será recopilar valiosa información a través de encuestas,
observaciones y entrevistas; dicha información será de insumo en la investigación.

De ante mano, le extendemos nuestro mas sincero agradecimiento por considerar nuestra propuesta.
Estaremos a su disposición para una reunión entre las fechas de junio 16 a junio 23. Para cualquier
pregunta o inquietud, usted puede contactar a cualquier miembro de nuestro grupo investigativo.

Atentamente,

Los estudiantes de doctorado
Universidad de el Sur de California (USC)
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Appendix B
Policy/Government Agency Interview Protocol

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

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

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

This interview will be approximately 60 minutes. Do you have any questions before we begin?

I. National Science and Technology Fair Policy and Science, Technology, Engineering, and
Math (STEM).
1. What is your opinion on the importance of science, technology, engineering, and math
education?
2. What effect have you observed on students/teachers/educational leaders who participate in
science and technology fairs?
3. Could you describe science, technology, engineering, and math related changes and interests
that have occurred nationwide as a result of the science and technology fair policy?
4. For those students that participate in science and technology fairs, what changes have you
noticed in their interests in science, technology, engineering, and math related fields? How
about teachers? Educational leaders?
5. Has the national science and technology fair policy changed the educational system in Costa
Rica? If so, how?
II. Curriculum and Instruction
1. What has been your experience with the science and technology fair?
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2. How do you feel the science and technology fair has affected science instruction?
3. How do you feel the science and technology fair has affected curriculum?
4. What strategies are employed to prepare students for the science and technology fair?
5. To what extent has the science and technology fair affected the use of Project Based Learning
(PBL)?
6. How is technology utilized to prepare students for the science and technology fair?
7. How has the science and technology fair affected student preparedness for post-secondary
instruction?
III. Influence of Policy, Globalization, Multinational Corporations (MNCs) on Science,
Technology, Engineering, and Math (STEM) Education
1. Does the science curriculum support participation in the science and technology fair? If so,
how?
2. How have schools promoted participation in science and technology fairs?
3. How does science and technology fair participation influence participation in science,
technology, engineering, and math education?
4. Has the national science and technology fair policy created more graduates with 21
st
century
skills particularly those from science, technology, engineering, and math fields?
5. What should be the role of Intel/MNCs in promoting science, technology, engineering, and
math as well as science and technology fair participation?
6. Do you believe science, technology, engineering, and math education is important to the
economic future of Costa Rica? If so, how?
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Appendix C
Business Leaders Interview Protocol

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

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

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

This interview will be approximately 60 minutes. Do you have any questions before we begin?

I. National Science and Technology Fair Policy and Science, Technology, Engineering, and
Math (STEM).
1. What is your opinion on the importance of science, technology, engineering, and math
education?
2. What effect have you observed on students/teachers/educational leaders who participate
in science and technology fairs?
3. Could you describe science, technology, engineering, and math education related changes
and interests that have occurred nationwide as a result of the science and technology fair
policy?
4. For those students that participate in science and technology fairs, what changes have you
noticed in their interests in science, technology, engineering, and math education related
fields? How about teachers? Educational leaders?
5. Has the national science and technology fair policy changed the educational system in
Costa Rica? If so, how?
II. Curriculum and Instruction
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1. What has been your experience with the science and technology fair?
2. How does the involvement in science and technology fairs affect the labor force?
3. Has the science and technology fair affected curriculum in schools?
4. Do you think schools are preparing students adequately for the science and technology
fair?
5. To what extent has the science and technology fair affected the use of Project Based
Learning (PBL)?
6. How has technology prepared students for the science and technology fair?
7. How has the science and technology fair affected student preparedness for post-
secondary instruction?
III. Influence of Policy, Globalization, Multinational Corporations (MNCs) on Science,
Technology, Engineering, and Math (STEM) Education
1. Does the science curriculum support participation in the science and technology fair? If
so, how?
2. How have schools promoted participation in science and technology fairs?
3. How does science and technology fair participation influence participation in science,
technology, engineering, and math education?
4. Has the national science and technology fair policy created more graduates with 21
st

century skills particularly those from science, technology, engineering, and math
education fields?
5. What should be the role of Intel/MNCs in promoting science, technology, engineering,
and math as well as science and technology fair participation?
6. Do you believe science, technology, engineering, and math education is important to the
economic future of Costa Rica? If so, how?
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Appendix D
School Leader Interview Protocol

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

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

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

This interview will be approximately 60 minutes. Do you have any questions before we begin?
I. National Science and technology fair Policy and Science, Technology, Engineering, and
Math (STEM).
1. What is your opinion on the importance of science, technology, engineering, and math
education?
2. What effect have you observed on students/teachers/educational leaders who participate
in science and technology fairs?
3. Could you describe science, technology, engineering, and math related changes and
interests that have occurred nationwide as a result of the science and technology fair
policy?
4. For those students that participate in science and technology fairs, what changes have you
noticed in their interests in science, technology, engineering, and math related fields?
How about teachers? Educational leaders?
5. Has the national science and technology fair policy changed the educational system in
Costa Rica? If so, how?

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II. Curriculum and Instruction
1. What has been your experience with the science and technology fair?
2. How do you feel the science and technology fair has affected science instruction?
3. How do you feel the science and technology fair has affected curriculum?
4. What strategies are employed to prepare students for the science and technology fair?
5. To what extent has the science and technology fair affected the use of Project Based
Learning (PBL)?
6. How is technology utilized to prepare students for the science and technology fair?
7. How has the science and technology fair affected student preparedness for post-
secondary instruction?
III. Influence of Policy, Globalization, Multinational Corporations (MNCs) on Science,
Technology, Engineering and Math (STEM) Education
1. Does the science curriculum support participation in science and technology fairs? If so,
how?
2. How have schools promoted participation in science and technology fairs?
3. How does science and technology fair participation influence participation in science,
technology, engineering, and math education?
4. Has the national science and technology fair policy created more graduates with 21
st

century skills particularly those from science, technology, engineering, and math fields?
5. What should be the role of Intel/MNCs in promoting science, technology, engineering,
and math as well as science and technology fair participation?
6. Do you believe science, technology, engineering, and math education is important to the
economic future of Costa Rica? If so, how?
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Appendix E
Student Interview Protocol

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

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

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

This interview will be approximately 60 minutes. Do you have any questions before we begin?

I. National Science and technology fair Policy and Science, Technology, Engineering, and
Math (STEM).
1. What is your opinion on the importance of science, technology, engineering and math
education?
2. What effect have the science and technology fairs had on your life; and academic career?
3. As a result of the mandate for all schools to participate in the science and technology
fairs, do you notice any changes in the science and technology programs at schools that
you have attended?
4. Have your interests in science, technology, engineering and math related fields changed
as a result of your participation in the science and technology fairs?
II. Curriculum and Instruction
1. What has been your experience with the science and technology fairs?
2. How do you feel the education that you have received prepared you for the science and
technology fairs?
3. What did your teachers do in class that prepared you for the science and technology fairs?
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4. What did you do in class that prepared you for the science and technology fairs?
5. How is technology utilized to prepare you for the science and technology fairs?
6. Do you feel that your participation in the science and technology fairs has encouraged
you to study a science, technology, engineering and math related major in college?
III. Influence of Policy, Globalization, Multinational Corporations (MNCs) on Science,
Technology, Engineering and Math (STEM) Education
1. How have schools promoted participation in science and technology fairs?
2. Are you aware of any type of programs or support Intel has provided for your school to
improve science, technology, and education?
3. Do you believe science, technology, engineering and math education is important to the
economic future of Costa Rica? If so, how?
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141

Appendix F
Survey Protocol for Teachers and Administrators

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142

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143

Appendix G
Survey Protocol for Students

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144

Appendix H
Classroom Observation Protocol

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

Overview of Lesson (Objective for the Day):

Materials in Use:

Additional Classroom Information:

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145

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

Collaborating
Across Networks
Making Thinking
Visible

Agility and
Adaptability
Helping Students
Learn from Others

Initiative and
Entrepreneurialism
Promoting
Autonomy and
Lifelong Learning

Effective Oral and
Written
Communication

Accessing and
Analyzing
Information

Curiosity and
Imagination

Other Observations

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

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146

RQ1: Does the curriculum, subject areas, labs, and assessments align across classrooms/schools?

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

RQ2: How does student lead conversation influence participation in the class?

RQ2: How is technology used in the classroom?

RQ3: Does the teacher and/or student appear to be engaged in the STEM curriculum?

Are there additional questions for the teacher?

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147

Appendix I
Science and Technology Fair Observation Protocol

Date _____________________________ Time _______________________________
No. of Students ____________________ Males __________ Females __________
Grade Level of Student(s) __________________________________________________
Project Topic/ Theme _____________________________________________________
Facilities Set-Up

Overview of Events/Themes:

Materials in Use:

Additional Classroom Information:

GLOBALIZATION

148

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

Collaborating
Across Networks
Making Thinking
Visible

Agility and
Adaptability
Helping Students
Learn from Others

Initiative and
Entrepreneurialism
Promoting
Autonomy and
Lifelong Learning

Effective Oral and
Written
Communication

Accessing and
Analyzing
Information

Curiosity and
Imagination

Other Observations

RQ1: Are there any commonalities between the Costa Rican students’ science fair projects (e.g. process,
procedures, subject areas of study)?
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149

RQ2: Do students exhibit confidence in describing their project?

RQ2: Is the presentation of the project clearly articulated?

RQ2: Do students express thoughtful ideas and answers?

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

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

Are there additional questions for the students or teacher?

Abstract (if available)

Abstract This study applies theories of globalization, 21st century skills, and project based learning to explore the Costa Rican National Science Fair and its role in building human capital and preparing students for 21st century jobs, particularly in the fields of science, technology, engineering, and math. This qualitative study captured the perspectives of Costa Rican students that participated in the Intel International Science and Engineering Fair, educators at the schools science fair winners attended, government officials, and business leaders. This case study traced a student’s path from the micro individual level all the way to the macro policy level, to provide insight into the student’s educational experience and help the reader to understand the opportunities available to students in Costa Rica. The first finding of this study is that jobs available in Costa Rica are influencing the instructional programs of schools and students are being taught the skills needed to fulfill theses job demands created by multinational corporations. The second major finding is that schools need adequate teacher training, materials, and technology to fully integrate the science fair into their curriculum. Finally, the last major finding associated with this study is that Costa Rica is committed to STEM education as a means of improving the standard of living. This study contributes to the understanding of the national science fair in Costa Rica and its importance in the development of graduates prepared to compete in the knowledge‐based global economy.

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Asset Metadata

Creator Gooden, Melissa J. (author)

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

School Rossier School of Education

Degree Doctor of Education

Degree Program Education (Leadership)

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

Tag 21st century skills,Costa Rica,OAI-PMH Harvest,science fairs,STEM

Format application/pdf (imt)

Language English

Contributor Electronically uploaded by the author (provenance)

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

Creator Email mgooden@usc.edu,mjgooden@aol.com

Permanent Link (DOI) https://doi.org/10.25549/usctheses-c3-588720

Unique identifier UC11301073

Identifier etd-GoodenMeli-3570.pdf (filename),usctheses-c3-588720 (legacy record id)

Legacy Identifier etd-GoodenMeli-3570.pdf

Dmrecord 588720

Document Type Dissertation

Format application/pdf (imt)

Rights Gooden, Melissa J.

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...

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