| dc.contributor.author | De León Sautú, Nadia | |
| dc.contributor.author | Heller, María | |
| dc.date.accessioned | 2023-11-18T15:27:01Z | |
| dc.date.available | 2023-11-18T15:27:01Z | |
| dc.date.issued | 2020 | |
| dc.identifier.citation | 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 | en_US |
| dc.identifier.isbn | 978-3-030-27982-0 | |
| dc.identifier.uri | https://repositorio.ciedupanama.org/handle/123456789/311 | |
| dc.description | 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.
https://doi.org/10.1007/978-3-030-27982-0_8 | en |
| dc.description.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.
https://doi.org/10.1007/978-3-030-27982-0_8 | en |
| dc.format | application/pdf | en |
| dc.language.iso | spa | en |
| dc.language.iso | es | en_US |
| dc.publisher | Springer | en_US |
| dc.rights | info:eu-repo/semantics/openAccess | en |
| dc.rights | https://creativecommons.org/licenses/by-nc-sa/4.0 | en |
| dc.subject | National Policy, STEM, Educational Practices, Panama | en_US |
| dc.title | Leveraging National Policy To Generate Awareness And Change Toward Contextualized Stem Educational Practices: The Case Of Panama | en |
| dc.type | info:eu-repo/semantics/bookPart | en_US |
| dc.type | info:eu-repo/semantics/publishedVersion | en_US |
