Autopercepción de las habilidades de investigación científica entre estudiantes universitarios
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Horizontes Rev. Inv. Cs. Edu.
Abstract
La formación en investigación es esencial para el progreso de cualquier individuo en su carrera profesional, más aún en futuros docentes; no obstante, se observa una baja dedicación en esta área. Resaltando la importancia de conocer la autopercepción de los estudiantes sobre sus habilidades investigativas. Se tuvo como objetivo analizar la autopercepción de las habilidades investigativas de los estudiantes de pregrado de últimos ciclos de educación inicial. Fue un enfoque mixto, de tipo descriptivo, no experimental. Se aplicó un cuestionario y una entrevista; a 50 estudiantes y 9 docentes. Los resultados indicaron que el 54% de los estudiantes poseen un nivel alto en sus habilidades investigativas. Sin embargo, sus docentes indicaron que aún carecen de confianza para realizar investigaciones de manera independiente, requiriendo de sus asesores; siendo la retroalimentación fundamental. Los hallazgos permiten comprender la autopercepción estudiantil, su necesidad de fortalecer la conexión docente-estudiante; implementando estrategias que fortifiquen la enseñanza.
Research training is essential for the professional advancement of any individual, especially future teachers. However, a lack of dedication in this area is evident, highlighting the importance of understanding students' self-perception of their research skills. The objective was to analyze the self-perception of research skills among undergraduate students in the final stages of their early childhood education program. A mixed-methods approach was used, with a descriptive, non-experimental design. A questionnaire and a semi-structured interview were administered to 50 students and 9 teachers. Results showed that 54% of students reported a high level of research skills. However, teachers noted that students still lack the confidence to conduct independent research, often relying on their advisors; thus, feedback plays a critical role. The findings provide insight into students' self-perception and underscore the need to strengthen the teacher-student connection by implementing strategies to enhance research education.
Research training is essential for the professional advancement of any individual, especially future teachers. However, a lack of dedication in this area is evident, highlighting the importance of understanding students' self-perception of their research skills. The objective was to analyze the self-perception of research skills among undergraduate students in the final stages of their early childhood education program. A mixed-methods approach was used, with a descriptive, non-experimental design. A questionnaire and a semi-structured interview were administered to 50 students and 9 teachers. Results showed that 54% of students reported a high level of research skills. However, teachers noted that students still lack the confidence to conduct independent research, often relying on their advisors; thus, feedback plays a critical role. The findings provide insight into students' self-perception and underscore the need to strengthen the teacher-student connection by implementing strategies to enhance research education.
Description
Vol. 9, No. 37