Abstract:

In Colombia, scientific education there is a gap between the research processes carried out by universities and centers of science and technology and the pedagogical practices of schools. In addition, children and young people feel little academic empathy for science and technology.

Qualitative Research with proposal scope. Action research methodology was used. The result was a pedagogical strategy of scientific education that articulated the pedagogical practices of a school in the Municipality of Chía (Cundinamarca - Colombia) with a university research project on renewable energies. The greatest achievement was the social appropriation of knowledge in the school community.

Argument:
The results of the PISA tests in sciences carried out by the OECD in Colombia show the deficit in science and technology that the population has. 60% of the students who submitted the tests were at level -1 and 1. In the tests carried out by the national government, the average obtained by students between 2006 and 2014 does not exceed 50/100 points. This shows that scientific education processes are not significant for children and young people.

The scientific training in basic and secondary education is fragmented and far from the research results developed by universities and science and technology centers. The challenge for experts and researchers is to achieve social appropriation of knowledge in the school. Pro (2005) points out that research groups have great pedagogical potential to attract children and young people to the scientific world.

Methodology:
The research project "Pedagogical proposal to articulate students of basic and secondary education with university research projects" was developed with the methodological approach of action research in the framework of the macro project "use of urban pruning waste for electric generation purposes: potential technical, economic and pedagogical in Bogotá and Chia ". They worked together with the community of a school in Chía (Cundinamarca-Colombia) and a university research group to design a pedagogical strategy that will articulate the practices in the scientific education of the school with research in renewable energies.

Results:
The results were the consolidation of the school scientific group. They develop activities such as: the search of information in indexed databases, critical reading of scientific articles, understanding of the research process on the use of pruning waste with energy potential, design of expositions with STEAM structure, design and implementation of pedagogical practices with a scientific approach.

The impact of the proposal is visible in the social appropriation of knowledge in the school community, the leadership of the student group in the strengthening of scientific thought and, in the configuration of a culture of liking for science and technology. Likewise, it is achieved that the knowledge generated in research centers is involved in the everyday language of citizenship through the school.

Keywords:

Scientific education, social appropriation of knowledge, Pedagogical strategy, school, STEAM.