Abstract
Providing quality education to all children within a country, and particularly one as diverse as Panama, requires science education practices that allow for local contextualization. This concept is particularly important if we aim to improve the educational experience and quality of learning for all, despite growing inequality, while also supporting minority groups in accessing and preserving their traditional knowledge and identities. In this chapter, authors share opportunities, challenges, and priorities for the implementation of contextualized STEM national policies and practices, including curriculum, instruction, and assessment. The authors conclude that there are needs for long-term policy and legislation, the development of the required human resource capital including teacher education and professional development reform, and models of previous efforts paving the way for successful implementation within the Panamanian context.
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Notes
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- 2.
Instituto Superior Pedagógico Normal Juan Demóstenes Arosemena.
- 3.
Feria del Ingenio Juvenil and Jóvenes Científicos.
- 4.
Ley Orgánica de Educación.
- 5.
Derechos Fundamentales de Aprendizaje.
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From 6487 to 11,457 (Ministerio de Educación 2018).
- 7.
Aprende al Máximo.
- 8.
Organic Law of Education, 1946, Articles 325, 329, 330, 332.
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Panama Bilingüe.
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Law 18 of 2017 (Asamblea Nacional 2017).
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Conéctate.
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Entre Pares.
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Estandar 18, Programa Integrado de Mejoramiento de la Calidad Educativa.
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PISA 2009 results ranked Panama as 8th out of 9 participating Latin-American countries (outperformed by Chile, Uruguay, Mexico, Colombia, Brazil, and Argentina). TERCE 2013 results ranked Panama 11th out of 15 participating Latin-American Countries (outperformed by Chile, Costa Rica, Uruguay, Mexico, Colombia, Brazil, Argentina, Peru, Ecuador, and Guatemala) and performing at or below regional average across all grades and subjects. UNESCO.
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De León Sautú, N., Heller, M. (2020). Leveraging National Policy to Generate Awareness and Change Toward Contextualized STEM Educational Practices: The Case of Panama. In: Sánchez Tapia, I. (eds) International Perspectives on the Contextualization of Science Education. Springer, Cham. https://doi.org/10.1007/978-3-030-27982-0_8
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