<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2007-0705</journal-id>
<journal-title><![CDATA[Nova scientia]]></journal-title>
<abbrev-journal-title><![CDATA[Nova scientia]]></abbrev-journal-title>
<issn>2007-0705</issn>
<publisher>
<publisher-name><![CDATA[Universidad de La Salle Bajío A. C., Coordinación de Investigación]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2007-07052015000200601</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[¿La experiencia es la única forma de mejorar el discurso público en la ciencia?]]></article-title>
<article-title xml:lang="en"><![CDATA[Is experience the only way to improve public speaking in science?]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Monte-Luna]]></surname>
<given-names><![CDATA[Pablo del]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Guzmán del Próo]]></surname>
<given-names><![CDATA[Sergio Antonio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cruz-Escalona]]></surname>
<given-names><![CDATA[Víctor Hugo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Instituto Politécnico Nacional Centro Interdisciplinario de Ciencias Marinas Departamento de Pesquerías y Biología Marina]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>MX</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2015</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2015</year>
</pub-date>
<volume>7</volume>
<numero>14</numero>
<fpage>601</fpage>
<lpage>621</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2007-07052015000200601&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2007-07052015000200601&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2007-07052015000200601&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Introducción:Cualquier practicante de ciencia está frecuentemente expuesto al discurso público (DP): conferencias, congresos, simposios, seminarios, entrevistas, talleres, etc. Por ello, es imprescindible saber comunicar las ideas con claridad y contundencia en una presentación oral. Usualmente, profesionistas y estudiantes enfrentan estas situaciones utilizando el sentido común, asumiendo que las habilidades para dar una buena presentación oral se adquieren con la práctica. Sin embargo es común ver profesionistas que a pesar de tener años de experiencia en foros de DP, siguen haciendo presentaciones orales muy deficientes. La hipótesis de este trabajo es que la práctica, por sí misma, puede no ser la única forma de adquirir dichas habilidades, sino que es posible mejorar el desempeño en las presentaciones orales mediante la enseñanza de las bases científicas del DP.Método:Tras una presentación oral individual de 10 minutos, se aplicó una prueba de desempeño en el DP (prueba Rapee) a un grupo de 15 alumnos de posgrado en ciencias marinas antes y después de tomar un curso de DP. En el curso se enseñó la ciencia que existe detrás del DP, los protocolos del DP en la ciencia y la aplicación de los principios del diseño gráfico en el material de apoyo visual de una presentación oral. Los resultados generales de la prueba Rapee aplicada antes y después del curso se compararon mediante un análisis de diferencias de medias de muestras independientes (p valor de 0.05) y los resultados particulares mediante diagramas de contornos que representan la distribución de las calificaciones en función de las evaluaciones.Resultados:la calificación promedio del grupo en la prueba Rapee antes de que los alumnos tomaran el curso, se situó en un nivel de bajo desempeño (48 puntos de 68). Después de haber cursado la materia, este promedio se incrementó significativamente (de 48 a 57 puntos). La mejoría fue más evidente en las dimensiones del lenguaje verbal, no verbal y aptitud del individuo durante el DP, pero menos en la dimensión de la entrega del mensaje.Discusión o Conclusión:Los resultados sugieren que los alumnos, independientemente de la experiencia con la que inician el módulo, pueden mejorar su desempeño en el DP y desarrollar presentaciones orales eficientes si se les instruye apropiadamente con los conocimientos básicos del DP. Si a esto se le suma una práctica constante, el resultado será un dominio profesional de las presentaciones orales. Sin embargo, debe reconocerse que para que los alumnos transmitan eficientemente las ideas principales de su discurso científico, no basta con manejar adecuadamente el lenguaje verbal, no verbal y la aptitud general en el DP, sino que es indispensable comprender a fondo su propio trabajo de investigación; para ello se recomienda que los tutores académicos trabajen más estrechamente con sus alumnos. En la comunidad científica son pocos los que desarrollan en forma natural habilidades para el DP, por lo que resulta recomendable para la mayoría recibir una apropiada instrucción sobre los aspectos científicos fundamentales del DP.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Introduction:Any science practitioner is constantly exposed to public speaking (PS) situations: conferences, congresses, symposia, workshops, etc.; thus it is essential to communicate our ideas in a clear and convincing manner during an oral presentation. Professionals and students alike, often assume that the skills for PS are achieved and developed only by practicing. However, in PS situations it is common that experienced professionals deliver deficient oral presentations. The hypothesis of this study is that experience by itself is not the only way to acquire such skills, but it is possible to improve the presentation skills of a group of science students by learning the scientific rationale of PS.Method:We applied a public speaking performance test (Rapee test) to a group of 15 postgraduate students of marine sciences, after a brief presentation, before and after taking a course on PS. During the course we examined the science underlying the PS, PS protocols in science and the application of graphic design principles into visual supporting material of oral presentations. The results of the Rapee test applied before and after the course were compared using a test for difference between means of independent samples (p value of 0.05).Results:The groups' average grade before the course indicated a low performance (48 points out of 68). After taking the course of PS, this average grade significantly increased (from 48 to 57 points), which allows to not reject the hypothesis.Discussion or Conclusion:These results suggest that the students, regardless their previous experience, can improve their PS performance and develop efficient oral presentations if they are properly instructed with the basic scientific principles of the PS. If a constant practice is also considered, the result will likely be an evident control of PS situations, At least within the scientific community, there are too few individuals that have developed skills for PS, that for the vast majority it is recommendable to receive an appropriate instruction of the scientific rationale behind the PS.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Presentación oral]]></kwd>
<kwd lng="es"><![CDATA[comunicación científica]]></kwd>
<kwd lng="es"><![CDATA[ansiedad en el discurso]]></kwd>
<kwd lng="es"><![CDATA[pánico escénico]]></kwd>
<kwd lng="es"><![CDATA[ilusión de transparencia]]></kwd>
<kwd lng="en"><![CDATA[Oral presentation]]></kwd>
<kwd lng="en"><![CDATA[scientific communication]]></kwd>
<kwd lng="en"><![CDATA[public speech anxiety]]></kwd>
<kwd lng="en"><![CDATA[stage fright]]></kwd>
<kwd lng="en"><![CDATA[transparency illusion]]></kwd>
</kwd-group>
</article-meta>
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