Inmigración y multiculturalismo educativo: El caso de los estudiantes dominicanos en las escuelas puertorriqueñas

La inmigración de ciudadanos dominicanos a Puerto Rico, la aparente desinformación de estos dos grupos y el prejuicio recíproco creado por la psicología de la percepción selectiva han creado una situación social de desventaja, rechazo y opresión hacia los dominicanos por parte de muchos puertorriqueños. Este dañino estereotipo se extiende al contexto educativo cuando estudiantes dominicanos y los estudiantes, maestros y administradores puertorriqueños interactúan en algunas de las escuelas del país. Este artículo tiene como propósitos (1) proveer un contexto histórico de la inmigración dominicana a Puerto Rico, (2) discutir el concepto psicológico de la percepción selectiva como creadora del mito de que los dominicanos y los puertorriqueños son significativamente diferentes entre sí y (3) aplicar la doctrina del multiculturalismo al contexto educativo puertorriqueño. La metas principales de este escrito son provocar una toma de conciencia sobre el problema de la calidad de la educación de las minorías étnicas y raciales en Puerto Rico y otros países de Latinoamérica, así como sugerir posibles vías de investigación que lleven a un mejor entendimiento de la situación actual de los estudiantes dominicanos en las escuelas puertorriqueñas

Identifying academically at-risk incoming freshmen at a private university in Uruguay: psychometric evaluation of a mathematics diagnostic test

This study determined to what extent the mathematics diagnostic test (MDT) used at the Catholic University of Uruguay (CUU) was psychometrically appropriate. Also, after removing “red-flagged” items, the study measured to what extent MDT scores correlated with academic success. It was found that five MDT items (out of 30) did not meet the guidelines and were discarded. The score on the remaining items showed the highest correlation with the number of mathematics courses completed, confirming that students with low MDT-Revised scores might need additional academic support to remain in the engineering program. Keywords: Item response theory, diagnostic testing, assessment, mathematics

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

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

Preparation of Tremorine and Gemini Surfactant Precursors with Cationic Ethynyl-Bridged Digold Catalysts

[EN] Tremorine and precursors of gemini surfactants were synthesised in a one-pot, three-step, double-catalytic A3 coupling reaction and characterised by structural and spectroscopic methods. The cationic [Au-I(L1)]SbF6 complex is a more active catalyst compared to neutral L2- and L3-Au-I bis(trifluoromethanesulfonyl) imidate complexes (L1, L2= Buchwald-type biaryl phosphane; L3= triphenylphosphine) in promoting the double A(3) coupling of ethynyltrimethylsilane, secondary amines (cyclic, aliphatic, or aromatic) and formaldehyde. The solvent influences the catalytic performance by desilylation of silyl acetylene or deactivation of the catalyst by a halide anion. Acetylide-bridged cationic di-gold(I) L1 and L2 complexes were isolated and characterised by means of single-crystal X-ray structure analysis and their spectroscopic properties. Iodine in the acetylene reagent deactivates the AuI catalyst by formation of the less active iodido-bridged cationic digold(I) L1 complex, which was fully characterised by single-crystal X-ray crystal structure analysis and spectroscopy. The nature of the phosphine ligand of the gold complexes used as catalyst affects the stability and activity of the formed cationic ethynyl-bridged Au-2(I)-L intermediates, isolation of which lends support to the proposed double A(3) coupling mechanism.Financial support by the Spanish Ministry of Economy and Competitiveness (Severo Ochoa and CTQ2015-69153-CO2-R1) and Generalidad Valenciana (Prometeo 2013-014) is gratefully acknowledged.Grirrane, A.; Alvarez-González, E.; García Gómez, H.; Corma Canós, A. (2017). Preparation of Tremorine and Gemini Surfactant Precursors with Cationic Ethynyl-Bridged Digold Catalysts. Chemistry - A European Journal. 23(12):2792-2801. https://doi.org/10.1002/chem.201605269S27922801231

Integrating physical science and the graphic arts with scientifically accurate comic strips: rationale, description and implementation

Because of their visual, attractive, often-humorous perspective, and overall appeal, cartoons and comic strips have been used for many decades in the classroom, especially as pedagogical tolls in language and social studies classes. However, cartoons and comic strips can be used as effectively in the physical science classroom. The purpose of this paper is to familiarize physical science teachers with an innovative teaching strategy for high school and college science students involving the design and creation of scientifically accurate comic strips. Scientifically accurate comic strips are an original, student-generated sequence of cartoon panels that correctly present a scientific idea or principle, either directly or indirectly, in a humorous or reflective way. This approach departs significantly from most of the literature on cartoons and comic strips as educational aides in that already made cartoons are not used. A literature-based rationale for its use, feedback from students, and assessment criteria will be discussed

Rosa Navarro-Haydon: Struggling for Locally Relevant Science Education in Puerto Rico. 1926-1966

Rosa Navarro-Haydon participó de manera fundamental en un momento crítico de la historia de la educación científica en Puerto Rico. Esta investigadora y educadora desarrolló e implementó el currículo científico de las escuelas públicas primarias, escribió folletos, artículos académicos y libros de texto, Además, fue responsable de preparar profesionalmente a miles de docentes de ciencias. Rosa Navarro-Haydon fue una pionera de la diseminación científica y escribía artículos en revistas dirigidas al público en general. Lamentablemente, las comunidades científicas y educativas desconocen las grandes contribuciones profesionales de Rosa Navarro-Haydon, su vida y obra como una de las primeras educadoras científicas en Puerto Rico y el contexto histórico en el cual sucedieron

Can children and young adults read analog clocks? Misconceptions and conceptualization of rotational directionality notation.

In Kentucky, school math standards for grades 1 and 2 require learning about analog clocks and how to read them. However, recent national and international media reports indicated that an ever increasing proportion of young students may be unable to read these devices because most of the clocks and watches they are familiar with are digital. As analog clocks become less common, students may struggle with conceptualizing the description of rotational direction as clockwise (CW) and counterclockwise (CCW), a common description that is essential for physics and chemistry courses. The purpose of this study was to investigate the ability of school students (grades 3-12) from Eastern Kentucky to read numbered and numberless analog clocks correctly, and to apply CW/CCW concepts. A standardized survey was completed by participants, and the results were analyzed using descriptive and inferential statistics, with a particular emphasis on incorrect responses, which could shed light on potential student misconceptions about reading analog clocks and CW/CCW rotation

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