Suplementando el currículo de ciencias con contenido contextual y culturalmente relevante: Lecciones de la implementación del Proyecto Ciencia Boricua

Ciencia Puerto Rico (CienciaPR) is a non-profit organization interested in promoting science and science education in Puerto Rico. One of its most recent achievements is the publication of ¡Ciencia Boricua!: Ensayos y anécdotas del científico puertorro, a collection of 61 short essays written by Puerto Rican scientists, that present science concepts in an accessible fashion by using simple language, contextualization, and cultural relevance. The purpose of this article is to share the findings of a pilot project implemented in Nueva Escuela Juan Ponce de León, in Guaynabo, Puerto Rico, during the year 2012. After integrating various educational activities based on ¡Ciencia Boricua! that complemented the mandated science curriculum, four of the teachers that collaborated with CienciaPR were interviewed. Here we present our findings, including a number of areas where implementation was successful and suggestions for scalable replication. How to cite: González-Espada, W., Fortis-Santiago, Y., Guerrero-Medina, G., Ortiz Vega, N. M., Colón-Ramos, D., & Feliú-Mójer, M. (2013). Suplementando el currículo de ciencias con contenido contextual y culturalmente relevante: Lecciones de la implementación del Proyecto Ciencia Boricua. Cuaderno de Investigación en la Educación, 28, 109-127. Retrieved from https://revistas.upr.edu/index.php/educacion/article/view/13575Ciencia Puerto Rico (CienciaPR) es una organización sin fines de lucro interesada en promover las ciencias y la educación científica en el archipiélago borinqueño. Uno de sus logros más recientes fue la publicación del libro ¡Ciencia Boricua!: Ensayos y anécdotas del científico puertorro, una colección de 61 ensayos cortos escritos por investigadores locales, que presentan contenido científico de una manera sencilla, contextual y culturalmente relevante. El propósito de este artículo es presentar los hallazgos de un proyecto piloto implementado en la Nueva Escuela Juan Ponce de León, en Guaynabo, Puerto Rico, durante el año 2012. Luego de integrar una serie de actividades educativas basadas en ¡Ciencia Boricua! que complementarían el currículo escolar tradicional, se entrevistaron a los cuatro maestros que colaboraron con CienciaPR. Se identificaron áreas donde la implementación fue exitosa e importantes sugerencias para replicar el proceso a mayor escala en el futuro. Cómo citar: González-Espada, W., Fortis-Santiago, Y., Guerrero-Medina, G., Ortiz Vega, N. M., Colón-Ramos, D., & Feliú-Mójer, M. (2013). Suplementando el currículo de ciencias con contenido contextual y culturalmente relevante: Lecciones de la implementación del Proyecto Ciencia Boricua. Cuaderno de Investigación en la Educación, 28, 109-127. Recuperado a partir de https://revistas.upr.edu/index.php/educacion/article/view/1357

Supporting Diversity in Science through Social Networking

In this Community Page, we learn how a scientific community leverages social networking tools to connect a group of dispersed scientific researchers in Ciencia Puerto Rico; this effort fosters innovative research and educational collaborations and changes the way scientists interact with the public

Science Communication Demands a Critical Approach That Centers Inclusion, Equity, and Intersectionality

We live in an era of abundant scientific information, yet access to information and to opportunities for substantive public engagement with the processes and outcomes of science are still inequitably distributed. Even with increasing interest in science communication and public engagement with science, historically marginalized and minoritized individuals and communities are largely overlooked and undervalued in these efforts. To address this gap, this paper aims to define inclusive science communication and clarify and amplify the field. We present inclusive science communication as one path forward to redress the systemic problems of inequitable access to and engagement with STEMM (science, technology, engineering, mathematics, and medicine). We describe the first national Inclusive Science Communication (InclusiveSciComm) Symposium held in the U.S. Based on the experience of organizing the symposium, we discuss recommendations for other convenings to help build a community of practice for inclusive science communication. In both research and practice, we advocate for more experimentation to help make inclusive science communication the future of science communication writ large, in order to engage diverse publics in their multiple ways of knowing and expand a sense of belonging in STEMM

Supporting diversity in science through social networking.

In this Community Page, we learn how a scientific community leverages social networking tools to connect a group of dispersed scientific researchers in Ciencia Puerto Rico; this effort fosters innovative research and educational collaborations and changes the way scientists interact with the public

CienciaPR website use and member characteristics.

<p>(A) Number of members who have registered with CienciaPR since 2006. (B) Average yearly visits to CienciaPR.org, from October 2008–September 2012, based on Webalizer data. CienciaPR switched to GoogleAnalytics after September 2012. (C) Map representation of CienciaPR members' geographic dispersion (portion of map is cropped for display purposes). CienciaPR members are in 48 countries, 47 states (not including the territory of Puerto Rico), and over 185 universities in the US. Map made with Tableau Public (D–F) Distribution of members based on (D) work sector, (E) training stage, and (F) broad scientific discipline of interest. Not all members indicated this information on their profiles. Percentages are based on total number of respondents (n). Data as of September 8, 2013. (G–I) Recent CienciaPR website activity from June 1, 2013–August 31, 2013 based on Google Analytics for (G) website visits by geographic region, (H) website visits by source, and (I) page views by website section. Percentages are based on (n), total number of visits (G,H) or pageviews (I).</p