The Science Outreach Program proposes the strengthening of the external projection of the IEB’s work through scientific outreach activities, particularly related to ecological education, biodiversity education and sustainable management of ecological systems. Our main objective is to bridge the gap between science, developed in academia circles, and Chilean society, creating a relationship marked by cooperation and dialogue that permits sharing responsibilities in the care of ecosystems, biodiversity, natural resources and the environment in general.

Our target audience is primary and secondary schools (teachers and students), park rangers, rural communities and indigenous groups, focusing on four regions within the country that correspond to where the IEB concentrates its work: La Serena Node (Coquimbo Region), Santiago Node (Metropolitan Region), Chiloé Node (Lakes Region) and Navarino Node (Magallanes Region).



The specific objectives of the Science Outreach Program

• Promote the application of scientific understanding and the integration of knowledge generated by research at the local level, through scientific workshops based on the principles of “ecological exploration” with the participation of IEB researchers.
  
• Publish and broadcast scientific understanding about biodiversity and strategies to project knowledge generated by this program at distinct levels: local, regional, national and international.
  
• Establish collaborative networks with institutions associated with the IEB within and outside of the country to strengthen the understanding of science by teachers, park rangers and citizens.

Team

Dr. Juan J. Armesto
Director
E -mail: jarmesto@bio.puc.cl

Dr. Ricardo Rozzi
Director
E -mail: rozzi@unt.edu

Dra. M. Francisca Díaz
General Coordinator
E -mail: fdiazi@bio.puc.cl

MSc. Claudia Hernández
La Serena Coordinator
E-mail: claudia.hernandez@ceaza.cl

MSc. Wara Marcelo
Santiago Coordinator
E -mail: waramarcelo@gmail.com

Andrés Charrier
Chiloé Coordinator
E-mail: acharrier@gmail.com

MSc. Paula Caballero
Navarino Coordinator
E -mail: pp.caballero.s@gmail.com

Ecological education

“Many of us had grandparents who cultivated the land or raised animals. They know rather well the wild plants and animals in the places they lived; they knew the best times to plant and sow, how to control pests that attacked the crops or livestock, what herbs to use to cure stomach pains or to disinfect a wound. Part of the wisdom of our ancestors was learned from their parents and teachers, but a large part was discovered by themselves, exploring their surroundings and learning, by their own means, the practices and ways of knowing what made their every day life easier. Modern life has taken people to cities and made them forget this wisdom. But many others today use that which was learned from their elders” (from Arango, Chaves & Feinsinger 2002).

Teaching Ecology in the School Yard (Enseñanza de la Ecología en el Patio de la Escuela -EEPE) is a pedagogical proposal focused on the teaching of the natural sciences and ecology. It arose approximately 20 years ago from a group of North American ecologists and teachers and Latin American post-graduate students, including Dr. Peter Feinsinger (Arango, Chaves & Feinsinger 2002). It is based on the Inquiry Cycle, as a simple way to generate new understanding by the community.

The Inquiry Cycle as a research tool

(taken from Feinsinger, Carreño, Casavecchia, Caselli & García, unpublished)

The first step of the Inquiry Cycle consists in asking ourselves a question. This question arises from direct observation of our surroundings, including our curiosity together with knowledge we already posses.

The second step, which we call first hand experience or action, we answer the question. This includes the definition of how we collect the necessary information that will address our question (design, data collection, tables, analysis and figures).

The third step is reflection, which is as important as the first two steps. We reflect over the findings obtained to evaluate carefully the previous steps and ask ourselves about the possible implications of our results, obtained in limited time and space, for the broader world outside of our small study. This reflection can take us into a new cycle, linking a series of inquiries.

Bibliography

Arango, N., M.E. Chaves & P. Feinsinger (2002) Guía Metodológica de la Enseñanza de la Ecología en el Patio de la Escuela. National Audubon Society, Nueva York, USA.

Feinsinger, P., G. Carreño, C. Casavecchia, A. Caselli & L. García. Senderos y recorridos de indagación: guía para diseñar experiencias en áreas naturales y otros espacios educativos-recreativos. (unpublished)