<?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>2594-2840</journal-id>
<journal-title><![CDATA[Emerging trends in education (México, Villahermosa)]]></journal-title>
<abbrev-journal-title><![CDATA[Emerg. trends educ.]]></abbrev-journal-title>
<issn>2594-2840</issn>
<publisher>
<publisher-name><![CDATA[Universidad Juárez Autónoma de Tabasco]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2594-28402024000100053</article-id>
<article-id pub-id-type="doi">10.19136/etie.a6n12.5766</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Enseñar a comunicar la ciencia: ¿a ciegas o con metodología? Una propuesta para el diseño y evaluación de talleres para dar charlas de divulgación]]></article-title>
<article-title xml:lang="en"><![CDATA[Teaching how to communicate science: blindly or with methodology? A proposal for the design and evaluation of workshops to give dissemination talks]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Río Castro]]></surname>
<given-names><![CDATA[Camila Del]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rosen Ferlini]]></surname>
<given-names><![CDATA[Ana Cecilia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Nacional Autónoma de México  ]]></institution>
<addr-line><![CDATA[ Ciudad de México]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Nacional Autónoma de México  ]]></institution>
<addr-line><![CDATA[ Ciudad de México]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2024</year>
</pub-date>
<volume>6</volume>
<numero>12</numero>
<fpage>53</fpage>
<lpage>68</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2594-28402024000100053&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2594-28402024000100053&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2594-28402024000100053&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen A excepción de quienes tienen un talento innato, las y los científicos van &#8220;a ciegas&#8221; cuando se trata de comunicar la ciencia a públicos no especializados. Pese a que existen diversas propuestas de capacitaciones, la mayoría no está basada en evidencia, ni hay una sistematización de los enfoques y metodologías utilizadas. Así, también quienes diseñan e imparten este tipo de cursos y talleres corren el riesgo de ir &#8220;a ciegas&#8221;, al no saber qué funciona, qué no, y por qué. Para contribuir a resolver este problema, pusimos a prueba una metodología de diseño y evaluación de un taller para enseñar a planear charlas de divulgación científica. El taller de 8 horas se impartió a académicos del Instituto de Fisiología Celular de la UNAM. La evaluación del taller y de sus resultados indican que la metodología adoptada puede contribuir a resolver el problema práctico al que se enfrentan científicos y capacitadores, aunque su verdadero potencial deberá ser puesto a prueba en estudios futuros. La recompensa a este arduo trabajo es prometedora: lograr que ni científicos ni capacitadoras vayan a &#8220;ciegas&#8221; a la hora de enseñar y planear una charla de divulgación científica.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Except for those with an innate talent, most scientists find themselves &#8220;navigating uncharted territory&#8221; when it comes to public science communication. Despite the diversity of training options available today, most of them are not based on empirical data, nor there is a systematization of approaches and methodologies used. Consequently, those who design and deliver such courses and workshops also run the risk of proceeding &#8220;blindly&#8221; when training scientists. To help address this issue, we tested a methodology for designing and evaluating a workshop aimed at enhancing skills in the planning of outreach talks. This 8-hour workshop was conducted with a group of academics at the Institute of Cellular Physiology at UNAM. The evaluation of the workshop and the talks indicate that the methodology adopted can contribute to solving the practical problem faced by scientists and trainers, although its true potential must be tested in future studies. The reward for this hard work is promising: that neither scientists nor trainers go &#8220;blind&#8221; when teaching and planning a popular science talk.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[evaluación]]></kwd>
<kwd lng="es"><![CDATA[capacitación en comunicación pública de la ciencia]]></kwd>
<kwd lng="es"><![CDATA[charlas de divulgación científica]]></kwd>
<kwd lng="es"><![CDATA[metodología]]></kwd>
<kwd lng="es"><![CDATA[científicos]]></kwd>
<kwd lng="en"><![CDATA[evaluation]]></kwd>
<kwd lng="en"><![CDATA[science communication training]]></kwd>
<kwd lng="en"><![CDATA[outreach talks]]></kwd>
<kwd lng="en"><![CDATA[methodology]]></kwd>
<kwd lng="en"><![CDATA[science communication]]></kwd>
</kwd-group>
</article-meta>
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