El contenido científico: una oportunidad para los futuros periodistas

For journalists there is a certain academic lack in the approach to scientific issues. With this reality, we started a scientific journalism teaching practice based on collaborative learning. Based on surveys of citizens and the process of learning by doing, the study gathers the experience of faculty and students of the journalism degree working together in the preparation of 15 monographs on R+D+i for Viceversa Magazine. Through semi-structured questionnaires, the degree of learning that the participants state they will develop in terms of the communication of research results has been analyzed. After a year of work, the teachers recognize that they have helped them deepen other areas of knowledge. For the students, living this experience has meant, above all, stimulating their interest in science and being able to transmit it to the public