ResumenSe describe una estrategia de enseñanza, Gran Teatro de la Física, en la que se escenifican 8 demostraciones de experiencias no triviales, en el área de mecánica, electricidad, magnetismo y ondas. El propósito es generar emociones y actitudes que favorezcan el aprendizaje de la Física. La estrategia se aplicó a un grupo mayoritariamente constituido por estudiantes de nuevo ingreso a las licenciaturas de Física y Matemática en la Facultad de Ciencias. También se explora la motivación hacia las clases de Física en estudiantes de Biología y Química de la Facultad de Ciencias de la Universidad Central de Venezuela. Utilizamos una metodología descriptiva exploratoria y se recoge la información empleando cuestionarios de preguntas cerradas. El Gran teatro de la Física es una actividad que divierte y despierta curiosidad en el espectador. En general, para los estudiantes de las licenciaturas de Física y Matemática, el teatro promueve un aumento en las emociones positivas hacia las clases de Física. Hemos encontrado diferencias significativas en las emociones positivas antes y después del asistir al Teatro; las emociones negativas se reducen, aunque las diferencias no son significativas. Los resultados también arrojan que los hombres experimentan en mayor intensidad que las mujeres emociones positivas, aunque el efecto es mayor para las mujeres, este no es el caso para las emociones negativas.Palabras Clave: Gran Teatro de la Física; emociones; actitudes; enseñanza de la Física. AbstractWe describe a teaching strategy, namely, the Great Theater of Physics, which stages a series of eight nontrivial demonstrations in the areas of mechanics, electricity, magnetism and waves. The aim was to generate feelings and attitudes that would promote the learning of physics, and to explore the motivation of Chemistry and Biology students towards classes in physics. The strategy was applied with a group of new students in Physics and Mathematics at the Faculty of Sciences at the Universidad Central de Venezuela. The method used was exploratory-descriptive. Information was collected using a questionnaire with closed questions. In general, students from Physics and Mathematics disciplines experienced a significant increase in positive feelings towards physics after attending the theater; and negative feelings decreased, though not significantly. A greater percentage of women than men experienced an increase in positive feelings, though men experienced more intense positive feelings. This was not the case for negative feelings.

This chapter focuses on the risk that, when citizen science is introduced in social environments different from those in the Global North where it originated, it may be subject to the error of providing the right answer to the wrong question. To avoid this type of errors, it is necessary to train those who participate in citizen-science studies: citizens as well as researchers. Otherwise, we may encounter new forms of scientific dependence that benefit knowledge accumulation and policy decision-making in the Global North, without contributing to the quality of life of those who carry out the studies. This chapter analyzes the relationship between civic development, citizen science and ways of implementing research conclusions through public policies, given the characteristics of political and citizen participation in the Global South. Here, the introduction of citizen science is seen as an opportunity to construct a more inclusive and participatory society, and to reduce the risk of returning to paternalistic, passivity-inducing and purely instrumental approaches to development.