Currently, there is limited insight on the role that scientific diasporas can play in STEAM education in Latin America. Here, we present the Science Clubs Colombia (Clubes de Ciencia Colombia-SCC) program, a pioneering STEAM capacity-building initiative led by volunteer scientists to engage youth and children from underserved communities in science. The program brings together researchers based in Colombia and abroad to lead intensive project-based learning workshops for young students in urban and rural areas. These projects focus on channeling the students' technical and cognitive scientific aptitudes to tackle challenges of both local and global relevance. The program provides high-quality STEAM education adapted to communities' needs and articulates long-lasting international collaborations using the mobility of the Colombian diaspora. The program's success is tangible via its sustained growth and adaptability. Since its first version in 2015, 722 volunteer scientists living abroad or in Colombia have collaborated to create 364 clubs with the participation of 9,295 students. We describe elements of the SCC program that lead to a scalable and reproducible outcome to engage science diasporas in STEAM education. Additionally, we discuss the involvement of multiple stakeholders and the generation of international networks as potential science diplomacy outcomes. The SCC program strengthens the involvement of Latin American youth in science, demonstrates the potential of engaging scientific diasporas in science education, and enriches connections between the Global South and the Global North.
Resilience has become a fundamental paradigm for communities to deal with disaster planning. Formal methods are used to prioritise and decide about investments for resilience. Strategies and behaviour need to be developed that cannot be based on formal modelling only because the human element needs to be incorporated to build community resilience. Participatory modelling and gaming are methodological approaches that are based on realistic data and address human behaviour. These approaches enable stakeholders to develop, adjust, and learn from interactive models and use this experience to inform their decision-making.<em> </em>In our contribution, we explore which physical and digital elements from serious games can be used to design a participatory approach in community engagement and decision-making. Our ongoing research aims to bring multiple stakeholders together to understand, model, and decide on the trade-offs and tensions between social and infrastructure investments toward community resilience building. Initial observations allow us as researchers to systematically document the benefits and pitfalls of a game-based approach. We will continue to develop a participatory modelling exercise for resilience planning with university graduate students and resilience experts within academia in Christchurch, New Zealand.
Disparities of scientific education (STEM) in rural and remote communities are exacerbating inequalities and taking away opportunities for youth to explore their scientific interests and participate in science-making globally. Maker education in rural and remote areas of Latin America could boost the participation of rural communities in scientific education and open alternatives to the lack of higher literacy rates and STEM education. In Colombia, tertiary education has been making efforts to close this gap through the Itinerant Technical Academies of Servicio Nacional de Aprendizaje (SENA: National Learning Service). Participants in the Technical Academies create relevant technologies for their context, reflecting on their cultural values and aesthetics. In this contribution, we describe three projects conducted in the itinerant Technical Academies of rural Colombia in Narino to exemplify how participants made their artifacts relevant to their culture using available resources, materials, and practices. Students are using available resources to create artifacts that are relevant to their social contexts and aligned with constructivist practices. We propose and discuss three characteristics that have emerged in makerspaces situated in rural Colombia: (i) Narratives, (ii) Resourcefulness, and (iii) Identities and we suggest that makers, scholars, policymakers, and educators should pay attention to those three elements to guide future studies and further research on maker education in the Global South.
The problem of fires in informal settlements has been recognized as a global phenomenon, affecting thousands of people annually and representing an extreme risk for millions. Informal settlements are characterized by poor infrastructure, lack of access to essential services and dwellings built from flammable materials. Their vulnerability to fire is extreme as even where losses are minimal fires ruin lives, damage property, and undermine socioeconomic development. Currently, there is a great need to understand the proportion and characteristics of the problem around the world. As an attempt to help fill this knowledge gap, this paper presents a detailed description of the problem of informal settlement fires in Colombia. This investigation includes the contextualization of the problem, a morphological description of several common dwelling types, and their socio-economic characteristics in terms of the number of people, physical conditions, and provision of services. The statistics associated with informal settlement fires in Colombia are reported, with emphasis on the number of dwellings destroyed, people affected, ignition sources and challenges for fire suppression operations. Finally, a case study highlighting the development of a typical informal settlement fire in Colombia is presented. The results reported in this paper are suitable to support emergency protocols and prevention strategies aiming to mitigate the risk associated with informal settlements.
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