Libro de Actas del III Congreso Latinoamericano y del Caribe e Investigación en Educación Superior- LatinSoTL- 2025

72 8 Constructing Scientific Competence: A SoTL-Based Outreach Model for Student Training in Molecular Biology Eva Nilda Rodríguez Cruz, enrodriguez@aguadilla.inter.edu . Inter-American University of Puerto Rico, Aguadilla, Puerto Rico. Abstract "Learning by doing" is a pedagogical approach that emphasizes the acquisition of knowledge and skills through direct, practical engagement. Unlike traditional methods that rely heavily on passive information reception, this methodology prioritizes experiential learning to foster a deeper understanding and long-term retention. It is particularly relevant in the sciences, where abstract concepts often require hands-on experiences to be fully grasped. Rooted in constructivist theories of education, the "learning by doing" approach encourages students to become active participants in their learning journey. Lev Vygotsky's sociocultural theory of learning, specifically the concept of the Zone of Proximal Development (ZPD), provides a theoretical foundation for this approach. Vygotsky posits that learning occurs most effectively within the ZPD, a developmental zone between what learners can achieve independently (Zone of Actual Development or ZAD) and what they cannot do even with help (Out of Reach Zone or ORZ). Within the ZPD, learners can perform tasks and solve problems with guidance from more knowledgeable individuals, such as instructors or peers. Scaffolding, or the strategic support provided during this phase, is essential in helping students internalize new knowledge and gradually move toward independent competence. This model underscores the value of guided, real-world experiences in transitioning learners from passive recipients of knowledge to active, confident practitioners. This theoretical framework supports the design and implementation of outreach-based learning initiatives, where graduate students serve as both learners and educators. The Biology Graduate Program at the Inter-American University of Puerto Rico, Aguadilla Campus, has embraced this philosophy by developing outreach programs that engage graduate students in teaching and science communication. These initiatives aim to expand students' ZAD by placing them in the ZPD through structured outreach experiences. A critical skill for emerging scientists is the ability to communicate scientific concepts effectively to diverse audiences. Science communication is an essential component of public engagement and a reflective exercise that strengthens the communicator's understanding. By translating complex molecular biology concepts into accessible language, graduate students refine their knowledge and develop pedagogical competencies. Outreach activities offer a unique platform to cultivate these skills, particularly when students are tasked with facilitating educational workshops. This project aligns with various graduate-level courses, including Integrative Biology, Scientific Writing, Molecular Biotechnology Techniques, and Molecular Genetics. These courses emphasize experimental design, field-based inquiry, and hands-on