Desafíos en la formación científica de la sociedadUna propuesta sobre el uso de la divulgación científica como herramienta de enseñanza-aprendizaje en Educación Universitaria

Résumé

In recent years, awareness of the importance of spreading scientific knowledge has been growing, with many researchers carrying out activities to bring science closer to society (e.g., creating YouTube channels). In the same way, as university teachers we must consider that scientific publications should not only be material shared and consumed almost exclusively by researchers and propose that our students use scientific papers as a resource for their own learning. If, in addition, we manage to turn our students into dissemination agents of scientific knowledge we will be fulfilling two important objectives. With these ideas in mind, this paper describes a teaching experience developed in the context of several subjects from the Psychology field. The objective of the activity is to transform the knowledge of a scientific article into informative material aimed at people outside the university environment. To this end, the project is structured in five phases. The first phase consists of working on the comprehension and synthesis of the main ideas of a scientific article, overcoming the difficulties that the language and methodology of this type of work entails. Next, students design a 10-slide presentation that is going to serve as the basis for the third phase: a structured exposition to explain the fundamental information of the article to the rest of the students. Fourthly, the students work on the elaboration of a script reflecting the contents, dialogues, and audiovisual strategies (e.g., stop motion, canva, dubbing of movie scenes, animation applications), etc., that are proposed for the making of an informative video. The last phase is the video production, which must be accessible for general population, entertaining, and creative. Finally, the different proposals of the groups are exhibited in the classroom and the students carry out a qualitative evaluation of the work presented, as well as a self-evaluation. It should be noted that, to be successful in the different phases, this type of work requires continuous feedback and guidance of the students during the whole process, as they are crucial to the students’ learning experience and satisfaction with the project