Cunning: From play to wit, a STEM science club for technological and social entrepreneurship

Franco, Juan Pablo; Tovar, Miguel Ángel Aparicio; Uribe, Bryann Avendano; González, Neil Guerrero; Quiroga, Diego Fernando; Ramirez, Susana Brunal; Beltrán, Carlos; Otalvaro, Sarha Chica; Rodriguez-Velasquez, Elkin

doi:10.1109/isecon.2019.8882094

Cited by 3 publications

(5 citation statements)

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“…The SCC program considers that (1) accessing high-quality STEAM education is fundamental to address many of the inequities highlighted before, and (2) engaging the highly-qualified Colombian STEAM workforce in both the country and the diaspora, as well as international allies, is crucial to achieve equity in education. Franco et al, 2019]. The Science Clubs aim to serve as a platform for young students to experience the world of research: conception of ideas, design, execution of experiments, and communication of results.…”

Section: Perspectives For Moving Forwardmentioning

confidence: 99%

“…A Science Club is an intensive, project-oriented, 1-week workshop focused on developing technical and cognitive abilities in a wide array of research areas in STEAM fields [Clubes de Ciencia Colombia, 2022 (see text footnote 1); Science Clubs International | Science Education, 2022 (see text footnote 2); Franco et al, 2019 ]. The Science Clubs aim to serve as a platform for young students to experience the world of research: conception of ideas, design, execution of experiments, and communication of results.…”

Section: Science Clubs—the Scc Approachmentioning

confidence: 99%

“…Inspired by the pioneering work by Science Clubs Mexico , the program was born in 2015 led by Colombian scientists as a hands-on learning experiential initiative for youth. Nowadays, the program's mission is to mobilize the scientific diaspora for STEAM education in Latin America, contributing to high-quality STEAM education in underserved communities (Franco et al, 2019 ). The model has grown to include Colombian and non-Colombian volunteers located worldwide as part of the Latin American initiative Science Clubs International 2 .…”

Section: Introductionmentioning

confidence: 99%

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Engaging Scientific Diasporas in STEAM Education: The Case of Science Clubs Colombia

Avendano-Uribe

Lombana-Bermúdez

Flórez

et al. 2022

Front. Res. Metr. Anal.

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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.

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Section: Perspectives For Moving Forwardmentioning

confidence: 99%

Section: Science Clubs—the Scc Approachmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Engaging Scientific Diasporas in STEAM Education: The Case of Science Clubs Colombia

Avendano-Uribe

Lombana-Bermúdez

Flórez

et al. 2022

Front. Res. Metr. Anal.

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“…Moreover, participants of the Itinerant Technical Academies create relevant technologies for their context, reflecting on their cultural values and aesthetics. For example, Franco et al (2019) described the club "Cunning STEM: From play to wit." This club is about science entrepreneurship around the most common social, infrastructure, economic, and ecological issues of the local community in Tuquerres, Narino using robotics, proposing solutions to problems of their context (Franco et al, 2019).…”

Section: State Of the Art: Colombian Technical Academies As Maker Spacesmentioning

confidence: 99%

“…For example, Franco et al (2019) described the club "Cunning STEM: From play to wit." This club is about science entrepreneurship around the most common social, infrastructure, economic, and ecological issues of the local community in Tuquerres, Narino using robotics, proposing solutions to problems of their context (Franco et al, 2019). Students have participated in regional, national, and international science fairs and there are more than 33 scientific journal publications, 10% of which are peer-reviewed scientific papers.…”

Section: State Of the Art: Colombian Technical Academies As Maker Spacesmentioning

confidence: 99%

Resourcefulness, narratives, and identity in science, technology, engineering, arts and mathematics education: A perspective of makerspaces for rural communities in Colombia

2022

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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.

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The Link Between Entrepreneurship and STEM Education

Deveci

Seikkula‐Leino

2023

Integrated Science

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Cunning: From play to wit, a STEM science club for technological and social entrepreneurship

Cited by 3 publications

References 1 publication

Engaging Scientific Diasporas in STEAM Education: The Case of Science Clubs Colombia

Engaging Scientific Diasporas in STEAM Education: The Case of Science Clubs Colombia

Resourcefulness, narratives, and identity in science, technology, engineering, arts and mathematics education: A perspective of makerspaces for rural communities in Colombia

The Link Between Entrepreneurship and STEM Education

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