Evaluation of the impact to the mirror class, as pedagogical strategy to strengthen investigative. UNJu-Univalle

Abstract

Research competence is crucial for academic development, however, it faces difficulties in developing critical and methodological skills necessary for scientific research. The Mirror Class (EC) as a pedagogical strategy strengthens ties of international cooperation, academic, scientific and cultural interaction between professors and students. Participants: National University of Jujuy - Argentina and the University of Valle - Bolivia, chairs of Elaboration and formulation of value-added projects and Bromatology. Objective: to evaluate the impact of the Mirror Class on the development of research competence, identifying the main barriers to research skills. Evaluative questionnaires were conducted before and after the intervention, analysis of food research projects to measure improvements in critical methodological competencies, interviews and focus groups to obtain qualitative feedback on the experience and effectiveness. Students showed significant improvements in their research competencies, projects revealed greater methodological rigor and more developed critical skills. Interviews and focus groups highlighted that CE promoted greater collaboration and interactive learning by promoting the development of critical and methodological skills necessary for scientific research. Its adoption is recommended in diverse educational contexts to explore its potential in different areas of knowledge.