Teaching-Learning Strategies and their impact on the development of research skills in students of Education Sciences at a Public University in Encarnación (2022)

Abstract

The research focused on the topic of teaching-learning strategies and research skills in university students; Its objective was to analyze the teaching-learning strategies that are linked to the achievement of research skills in students of the Education Sciences career of the Faculty of Humanities of a public university in Encarnación, year 2022. Methodologically, it had a quantitative approach with non-experimental descriptive cross-sectional design. The study population corresponds to 37 teachers and 212 students, the sample was simple random. As an instrument, a Likert scale questionnaire was developed. The most relevant results demonstrated that field work is an appropriate modality for knowledge construction, through the capture and registration of (empirical) evidence, supported by theory, thanks to the application and combination of various strategies. Also, that university students are competent in their autonomous learning and, consequently, they are linking themselves to investigative skills through the skills inherent to said learning. However, another result indicates that there is little frequency in the application of collaborative work. It is concluded that the EEA are linked to the achievement of research skills in students of the Educational Sciences career, therefore, these strategies allow organizing the various proposals formulated by teachers in the PEA. Likewise, the contextual and conceptual value of the social relevance of EEA is fundamental to generating other knowledge.