Science Education: An Overview for Central America

Abstract

Central America is a net importer of scientific knowledge and technical know-how. A few good quality research and education programs exist in the region. They focus on agriculture and natural resources management. National research systems are generally weak. Current international economic and political conditions are forcing the region into a global environment that demands, above all, human capital resources of the highest quality possible at all levels. Scientific and technical knowledge is increasingly perceived in the region as a strategic resource essential for development. Education is often touted as the road to progress.

Reviving the Orchard: Visions of reclaiming science education for Nicaragua

“…Science education serves as an interesting entry point for understanding how this community makes sense of education because there are few studies describing its state in Nicaragua (Contreras, 2008; Prensa, 2017; UNESCO, 2016). The research that does exist rarely questions the negative impacts of westernization on the discipline or how it is taught.…”

“…Instead they prioritized guidance from notable international education agencies with short‐term modernization goals but money to stimulate the education sector (Kastner & Gershberg, 2002). This trend of looking outward has persisted, making Nicaragua one of the only countries in the region not to initiate major science education reforms from within (Contreras, 2008; Prensa, 2017). For example, Nicaragua published, and mandated student science workbooks modeled on the Cuban system, which were adapted from European curricula and featured, at times, irrelevant content (Arnove et al, 2008).…”

“…Helping us understand this phenomenon, Central American science education researcher Mario Contreras reasons that this general apathy toward science education reflects the underdeveloped relationship between science and culture in the area. He writes: “science has yet to carve a social niche in the region…[and] the role of science needs to be better articulated to society” (Contreras, 2008, p. 2). What goes unsaid by Contreras is that to “carve a social niche” and better define “the role of science” today, Nicaragua must turn inward for relevant and effective ways to improve science education—in effect reviving what has been lost.…”

“…This duality positioned youth as experts with an outlet and context for meaningfully applying their science knowledge and skills (Spang, 2017). Considering the need to elevate interest in science through connections to local knowledge (Contreras, 2008) and then use these science connections to create sustainable and peaceful solutions (Massaquoi, 2009; Tyokumber, 2010; UNSECO, 2010), it is fair to ask: how has this been accomplished?…”

“…Science education serves as an interesting entry point for understanding how this community makes sense of education because there are few studies describing its state in Nicaragua (Contreras, 2008;Prensa, 2017;…”