Realities and Perceptions About What Students Learn About the History of the Panama Canal
DOI:
https://doi.org/10.37387/ipc.v14i2.448Keywords:
history, Panama Canal, curriculum, perceived learning, textbooksAbstract
This descriptive study describes what is taught about the history of the Panama Canal in the Panamanian History course from the perspective of teachers and students. The study was conducted in middle school and high school in a sample of public schools in Panamá Centro, Panamá Oeste, Colón, Coclé, and Veraguas. Data were collected through teacher and student surveys, and the seventh and eleventh grade Panamanian History curriculum was analyzed. The curriculum review revealed that the bibliography used is mostly from the 20th century and does not sufficiently focus on concepts that connect different historical events. Teachers and students noted lack of in depth coverage of many topics related to the history of the Canal in depth, and there is a low prevalence of textbooks and other resources to learn about this history. High school teachers and students report greater depth of understanding of the subject matter than those in middle school. An update to the Panamanian History curriculum, a focus on substantive historical concepts and the implementation of mechanisms to increase access to textbooks, digital resources and other complementary resources for students is recommended.
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