Scientific and research competencies of

students from an interdisciplinary

perspective in general

secondary education

Competencias científicas e investigativas

estudiantiles desde una perspectiva

interdisciplinaria en la educación

media general

Carmen Eloísa Sánchez Molina

https://orcid.org/0000-0001-9564-2768

Santa Bárbara, Barinas state / Venezuela

Revista Digital de Investigación y Postgrado, 6(12), 27-47

ISSN electrónico: 2665-038X

How to citer: Sánchez, M. C. E. (2025). Scientific and research competencies of students from an inter-

disciplinary perspective in general secondary education. Revista Digital de Investigación y Postgrado,

6(12), 27-47. https://doi.org/10.59654/tgpqg354

* Doctor of Education, Master in University Teaching with a mention in Education, Universidad Nacional Experimental

de los Llanos Occidentales Ezequiel Zamora. Barinas, Barinas – Venezuela. Tenured Lecturer, assistant category.

Universidad Nacional Experimental de los Llanos Occidentales Ezequiel Zamora. Santa Bárbara de Barinas – Vene-

zuela. Email: carmenisajose@gmail.comVenezuela.

Received: may / 5 / 2025 Accepted: may / 20 / 2025

https://doi.org/10.59654/tgpqg354

Abstract

This paper analyzes the development of scientific and research competencies in General Secon-

dary Education students from an interdisciplinary perspective, aiming to construct a theoretical

approach focused on students’ integral development. The study follows a qualitative methodology,

using the hermeneutic method and grounded theory, and is based on in-depth interviews with

natural science teachers from institutions in Santa Bárbara de Barinas. Findings reveal that inter-

disciplinary approaches foster critical thinking skills in students. Data analysis produced 44 emer-

ging codes and two axial categories, enabling the construction of new theoretical concepts. The

conclusions emphasize the need to strengthen these competencies within the Venezuelan edu-

cational context, aligned with national policies. This study presents an innovative contribution to

educational and scientific advancement, seeking to improve teaching quality and promote the

country's scientific and technological independence.

Keywords: Scientific competencies, Secondary Education, Natural Sciences, Venezuela.

Resumen

El documento analiza el desarrollo de competencias científicas e investigativas en estudiantes

de Educación Media General desde un enfoque interdisciplinario, con el propósito de construir

una aproximación teórica orientada al desarrollo integral del estudiante. La investigación es

cualitativa, basada en el método hermenéutico y la teoría fundamentada, y se apoya en entre-

vistas en profundidad a docentes de ciencias naturales en instituciones de Santa Bárbara de

Barinas. Los hallazgos evidencian que la interdisciplinariedad impulsa habilidades críticas en los

estudiantes. El análisis generó 44 códigos emergentes y dos categorías axiales, lo cual permitió

formular nuevos conceptos teóricos. Las conclusiones destacan la necesidad de fortalecer estas

competencias dentro del contexto educativo venezolano, en consonancia con las políticas na-

cionales. Este estudio representa un aporte innovador al avance educativo y científico, con

miras a mejorar la calidad de la enseñanza y promover la independencia científica y tecnológica

del país.

Palabras clave: Competencias científicas, Educación Media General, Ciencias Naturales, Venezuela.

Introduction

In the contemporary educational landscape, marked by rapid scientific, technological, and social

transformations, it has become imperative to rethink teaching-learning models in the natural

sciences area. Science education faces the historical challenge of training citizens capable of

understanding the complexity of today's world and actively participating in solving relevant

socio-scientific problems (Pozo & Gómez, 2010). This challenge acquires special relevance at

the General Secondary Education level, where the foundations for the development of scientific

thinking are laid and fundamental attitudes toward science and its method are shaped (Minis-

terio del Poder Popular para la Educación, MPPE 2017).

28 Carmen Eloísa Sánchez Molina

Revista Digital de Investigación y Postgrado, 6(12), 27-47

Electronic ISSN: 2665-038X

Scientific and research competencies of students from an interdisciplinary

perspective in general secondary education

The concept of scientific and investigative competencies has emerged as a central axis in this

educational debate. According to Gamboa et al. (2020), these competencies represent an in-

tegrated set of knowledge, skills, attitudes, and values that enable students to address scientific

problems with methodological rigor, creativity, and critical thinking. However, as demonstrated

by Arias' (2017) studies in the Venezuelan context, there is a marked gap between this educa-

tional ideal and the predominant pedagogical practices in classrooms, which frequently reduce

science teaching to the transmission of decontextualized conceptual content.

The described situation reflects what Freire (2012) called "banking education," a model that con-

ceives students as mere passive recipients of information rather than active protagonists of their

learning process. This criticism becomes particularly relevant when analyzing, as Sánchez and

Herrera (2019) have done, the actual conditions under which science teaching develops in many

Venezuelan institutions: insufficiently equipped laboratories, teachers with limited opportunities

for pedagogical updating, and assessments that prioritize rote memorization over deep un-

derstanding and knowledge application.

The Venezuelan Natural Sciences curriculum for Secondary Education (MPPE, 2017) formally

establishes the need for an interdisciplinary approach integrating perspectives from Biology,

Chemistry, Physics, and Earth Sciences. Nevertheless, as revealed by Arias' (2017) research, this

interdisciplinarity rarely materializes in classroom practices, where fragmented knowledge or-

ganization and scarce articulation between different scientific areas persist. This curricular dis-

sociation has significant consequences for student training, limiting their ability to address

complex problems that, by their nature, require integrative approaches from multiple discipli-

nes.

In this context, developing scientific and investigative competencies from an interdisciplinary

perspective emerges as a promising pedagogical alternative. As Gamboa et al. (2020) argue,

this approach allows overcoming the artificial division between scientific disciplines and con-

necting school learning with real problems from social and environmental contexts. Along these

lines, Herrera's (2016) work in Spain has demonstrated how didactic strategies based on scientific

inquiry can significantly transform educational practices, fostering students' critical thinking skills,

collaborative work, and creative problem-solving.

International experience offers valuable lessons for the Venezuelan context. Figueroa's (2017)

studies in Peru have evidenced the positive impact of active methodologies on developing in-

vestigative competencies, while Lupión and Martín's (2016) research highlights the importance

of linking scientific learning with global challenges like climate change or environmental sustai-

nability. These contributions agree on the need to transcend traditional teaching models, pro-

moting instead pedagogies that stimulate scientific curiosity, grounded questioning, and

collaborative knowledge construction.

At the regional level, research such as that by in Colombia and Barón (2019) in Panama has

provided significant evidence about factors that either favor or hinder the development of scien-

30 Carmen Eloísa Sánchez Molina

tific competencies in secondary education students. These studies coincide in highlighting the

crucial role of teacher training, availability of adequate resources, and implementation of eva-

luation strategies consistent with the objectives of contemporary science education.

In this line of thought, the present study aims to contribute to this educational debate from a

theoretical-practical perspective, articulating conceptual foundations about scientific competen-

cies (Gamboa et al., 2020; Pozo & Gómez, 2010) with critical analysis of relevant pedagogical ex-

periences in the Ibero-American context (Herrera, 2016; Figueroa, 2017; Sánchez & Herrera, 2019).

Methodologically, the research combines: (a) A comprehensive documentary analysis of Vene-

zuelan curricular frameworks (MPPE, 2017) in dialogue with the most advanced theoretical pro-

posals in science didactics. (b) Systematic review of innovative pedagogical experiences developed

in contexts similar to Venezuela's. (c) A field study in educational institutions of the Ezequiel Zamora

municipality that allows contrasting theoretical references with classroom realities.

The results of this research seek to provide concrete elements to overcome the limitations iden-

tified by Arias (2017) and Sánchez and Herrera (2019). The relevance of this study transcends

the academic sphere, since as Freire (2012) points out, quality science education is a fundamental

right and a necessary condition for the full development of citizenship in democratic societies

Theoretical foundations

The development of scientific and research competencies in General Secondary Education re-

quires a solid theoretical framework that integrates psychological, pedagogical, and sociocultural

perspectives. The authors cited in this article provide essential foundations for understanding

how these competencies are constructed and how they can be fostered through an interdisci-

plinary approach. Below are the main theoretical references organized into three key axes:

Conceptual foundations of competencies

The concept of competency is polysemic and has been approached from various disciplines.

From the perspective of cultural psychology, Vygotsky (1985) emphasizes that competencies

are situated actions, mediated by social interaction and context. This view highlights the social

nature of learning, where knowledge is collectively constructed. Complementarily, Chomsky

(1970) introduces the notion of linguistic competence as an innate mental structure, while Hymes

(1996) expands this perspective by incorporating communicative competence, which considers

language use in specific social contexts.

In the educational field, authors such as Tobón (2006a, 2006b) and Perrenoud (1999) have con-

tributed to defining competencies as integrated capacities that combine knowledge, skills, and

attitudes to solve problems in real contexts. These ideas have influenced curricular reforms in

Latin America, such as in Colombia (Law 30 of 1992) and Peru (National Curriculum of Basic

Education), where competencies have been incorporated as the central axis of student training.

Revista Digital de Investigación y Postgrado, 6(12), 27-47

Electronic ISSN: 2665-038X

Teaching-learning models in natural sciences

Science didactics has evolved from traditional models toward more active and constructivist approa-

ches. Freire (2012) criticizes the "banking" model, where the student is a mere passive recipient of

knowledge, and advocates for a liberating education that fosters critical thinking. In contrast, the dis-

covery model (Bruner, 1968) and the inquiry model (Gil, 1993) promote students' construction of know-

ledge through exploration and authentic problem-solving.

Ausubel (1983) highlights the importance of meaningful learning, where new knowledge

integrates with prior knowledge, while Piaget (1968a, 1968b) and Vygotsky (2009) provide

key insights from constructivism. Piaget emphasizes cognitive development through stages

(particularly formal operations in adolescents), whereas Vygotsky introduces the Zone of

Proximal Development (ZPD), where the teacher acts as a mediator to enhance emerging

skills.

Interdisciplinary perspective and scientific competencies

Interdisciplinarity emerges as a key approach to developing scientific and investigative compe-

tencies. Gamboa et al. (2020) define these competencies as the ability to observe, question,

design experiments, and communicate findings, linking scientific knowledge to relevant socio-

environmental problems. This vision aligns with successful experiences documented by Herrera

(2016) in Spain and Figueroa (2017) in Peru, where strategies such as project-based learning and

guided inquiry proved effective.

The Venezuelan curriculum (MPPE, 2017) theoretically promotes this approach, though its im-

plementation faces challenges, such as passive methodologies and a lack of resources (Arias,

2017; Sánchez & Herrera, 2019). To overcome these limitations, integrating the following didactic

strategies is proposed: (a) Pre-instructional: Activation of prior knowledge (Díaz & Hernández,

2004). (b) Co-instructional: Cooperative learning and problem-solving (Frola & Velásquez, 2011).

Methodology

The study adopted a qualitative approach (also referred to as phenomenological, interpretive,

or naturalistic), focused on understanding the perspectives and experiences of secondary edu-

cation teachers in the Natural Sciences field (Rojas de Escalona, 2010; Galeano, 2020). This ap-

proach allowed for the analysis of the participants' subjective and intersubjective realities,

emphasizing the description and interpretation of the phenomenon within its natural context.

The hermeneutic method was employed, facilitating an in-depth interpretation of teachers' dis-

courses through the hermeneutic circle (Martínez, 2012; Gadamer, 1984). This process involves

constant dialogue between the parts (interviews) and the whole (educational context), enabling

a holistic understanding of scientific and investigative competencies.

Scientific and research competencies of students from an interdisciplinary

perspective in general secondary education

32 Carmen Eloísa Sánchez Molina

Additionally, grounded theory (Charmaz, 2013) was integrated to analyze actions and mea-

nings through: (a) Open coding: Identification of emerging categories from the data. (b) Axial

coding: Establishing relationships between categories to build an interpretive framework. (c)

Theoretical sampling: Iterative selection of participants until theoretical saturation was re-

ached.

Regarding the setting and participants, the research was conducted in five educational institu-

tions in Santa Bárbara de Barinas (Venezuela), selected for accessibility and diversity (public/pri-

vate). The key informants were five Natural Science teachers with: (a) Training in Biology,

Chemistry, or related fields. (b) A minimum of five years of teaching experience. (c) Specialization

or master's degrees.

The data collection technique used was in-depth interviews (Hurtado de Barrera, 2012) as the

primary method, following a flexible thematic guide that addressed: (a) Perceptions of scientific

competencies. (b) Applied didactic strategies. (c) Challenges in interdisciplinary teaching. The

interviews recorded not only verbal responses but also nonverbal elements (tone, gestures),

enriching the analysis.

It is worth noting that regarding data analysis techniques, the guidelines of Martínez (2007) and

Strauss and Corbin (2002) were taken into consideration. The following were implemented: (a)

Categorization: Coding of speech acts into themes. (b) Structuring: Organization of data through

tables and semantic networks. (c) Contrasting: Comparison of findings with theoretical frame-

works. (d) Theorization: Construction of an interpretative model on scientific competencies from

an interdisciplinary perspective.

To ensure methodological rigor and guarantee validity and reliability, the following was applied:

(a) Triangulation, comparing interview data with scientific literature. (b) Theoretical saturation,

verifying that new data did not generate additional categories. (c) Reflexivity, with explicit ack-

nowledgment by the researcher regarding their interpretive role to minimize biases. It should

also be noted that the following ethical considerations were taken into account: (a) Informed

consent from participants. (b) Anonymity in the use of data.

Results and discussion

In this context, the hermeneutic unit corresponding to the data consisted of five (5) documents

containing the analysis information. The data were distributed across a total of 41 codes, assigned

as follows: (a) 27 Codes in primary document 1. (b) 29 Codes in primary document 2. (c) 32 Codes

in primary document 3. (d) 27 Codes in primary document 4. (e) 29 Codes in primary document

The dynamic analysis categories emerged as the interview analysis progressed, allowing each

code to be carefully examined, leading to the creation of two axial categories (see following figu-

res).

Revista Digital de Investigación y Postgrado, 6(12), 27-47

Electronic ISSN: 2665-038X

Figure 1

Semantic network of teaching models or approaches.

Source: Sánchez (2025). Prepared based on the analysis of interview results.

Figure 2

Semantic network of scientific and research competencies

Source: Sánchez (2025). Prepared based on the analysis of interview results.

Scientific and research competencies of students from an interdisciplinary

perspective in general secondary education

34 Carmen Eloísa Sánchez Molina

The methodological triangulation applied in this study integrated three key dimensions to validate

the findings: (a) Empirical data (teacher interviews). (b) Theoretical framework (specialized authors).

categories, illustrated with the most relevant open codes. In the original research, this aspect spans

nearly a hundred pages:

1. Problem-Based Learning (PBL)

Teachers: "Problem-based projects let us see real-world applications of science" (Inf. •

1). "Students solve community issues, like water pollution" (Inf. 2).

Theory: "Active methodology focused on authentic problems that integrates disci-•

plines" (Marra et al., 2014, p. 221). "Develops competencies such as argumentation

and teamwork" (Rivera de Parada, 2007, p. 105).

Researcher: PBL demonstrates high effectiveness by linking learning to relevant so-•

cial problems, though it requires additional resources and teacher training for full

implementation.

2. Collaborative Learning

•Teachers: "Group activities are essential for scientific projects" (Inf. 1). "Teamwork im-

proves research skills" (Inf. 4).

•Theory: Collective process with positive interdependence (Johnson et al., 1994). "Ge-

nerates mechanisms for meaningful learning" (Vaillant y Manso, 2019, p.23).

• Researcher: Collaboration replicates real scientific work, but requires teacher gui-

dance to prevent unequal contributions.

3. Experiential Learning

• Teachers: "Educational games create memorable learning" (Inf. 3). "Field practices

are irreplaceable" (Inf. 4).

• Theory: Knowledge is created through transformation of experiences (Instituto Tec-

nológico de Monterrey, 2010b). Links real contexts with learning (Samper y Ramírez,

2014).

• Researcher: Although costly, experiential learning yields the most lasting results in

scientific competencies.

4. Meaningful Learning

•Teachers: "We connect theory with everyday phenomena" (Inf. 1). "We start from

the known to explore the new" (Inf. 3).

• Theory: "Requires relating new knowledge to existing cognitive structure" (Moreira,

2017, p.2). Process of meaning attribution (Latorre, 2017).

• Researcher: The connection with personal experiences is the most effective bridge

for scientific learning.

5. Constructivism

• Teachers: “Students construct knowledge through projects" (Inf.1, 2, 3).

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• Theory: "Active reconstruction of meanings" (Coll et al., 1999, p.9). "Process of perso-

nal elaboration" (Porlán, 2002, p.19).

•Researcher: Constructivism requires highly trained teachers to properly guide the process.

6. Deep Understanding

•Teachers: "We aim for them to apply concepts in new contexts" (Inf. 1). "Practical

demonstrations improve understanding" (Inf. 2).

•Theory: "Ability to use knowledge creatively" (Otálora, 2009, p.123). "Knowledge

transferability" (Gardner, 2000).

• Researcher: True understanding is evidenced in innovative application of concepts.

7. Developing Curiosity and Critical Thinking

•Teachers: "Researchable questions are our starting point" (Inf. 1). "The laboratory

fosters questioning" (Inf. 2).

• Theory: Curiosity as learning engine (United Nations). Critical thinking as antidote

to misinformation (Thrive Teaching, 2024).

• Researcher: These competencies form the foundation for training authentic scien-

tists and informed citizens.

8. Learning Assessment

• Teachers: "We evaluate processes, not just results" (Inf. 3). "Continuous feedback is

key" (Inf. 5).

• Theory: "Regulatory approach to learning" (Amengual, 1989, p.31). Integrated into

the educational process (Alves y Acevedo, 1999, p.23).

•Researcher: Formative assessment democratizes learning but requires more teacher time.

9. Experimentation

•Teachers: "The laboratory is our best classroom" (Inf.1). "Experiments develop analy-

tical skills" (Inf. 2).

• Theory: Foundation of the scientific method (Canizales et al., 2004, p.26). Goes be-

yond mere observation (Carvajal, 2011, p.46).

• Researcher: The lack of well-equipped laboratories is the main limitation for deve-

loping research competencies.

10. Hypothesis Formulation

• Teachers: "We teach how to propose testable predictions" (Inf. 3). "Projects include

hypothesis verification" (Inf. 4).

• Theory: Tentative explanations (Vélez, 2001, p.18). Verifiable predictions (Espinoza,

2018, p.126).

• Researcher: This competency distinguishes scientific thinking from common sense.

11. Critical Data Interpretation

•Teachers: "We analyze data from school research" (Inf. 3). "We use basic statistics in

Scientific and research competencies of students from an interdisciplinary

perspective in general secondary education

36 Carmen Eloísa Sánchez Molina

projects" (Inf. 5).

• Theory: Information evaluation with criteria (Paul y Elder, 2003, p.4). Practical appli-

cation of knowledge (Educación Gratuita, 2024).

• Researcher: Essential skill in the era of infodemics and big data.

12. Interdisciplinarity

• Teachers: "We integrate biology, physics, and chemistry" (Inf. 1). "Projects address

problems from multiple disciplines" (Inf. 5).

• Theory: Integrative vision of knowledge (Morin, 1995). "Necessary for complex pro-

blems" (Araya et al., 2006, p.407).

•Researcher: Breaking disciplinary barriers is the greatest current curricular challenge.

13. Research and Use of Evidence

•Teachers: "Students collect and analyze data" (Inf. 2). "We use technology for re-

search" (Inf. 5).

•Theory: Foundation of scientific work (Ministerio de Educación, 2019a). Requires

methodological rigor (Secretaría de Educación Pública, s.f).

• Researcher: This competency needs further development in the Venezuelan curri-

culum.

14. Prior Knowledge

• Teachers: "We start from students' prior ideas" (Inf. 3). "We connect with everyday

experiences" (Inf. 3).

•Theory: Starting cognitive structure (Sulmont, 2022). "Anchor for new learning"

(López, 2009, p.5).

•Researcher: Ignoring prior knowledge is the most common mistake in traditional

teaching.

15. Critical thinking

•Teachers: "We promote evidence-based questioning" (Inf.1). "Evidence-based de-

bates" (Inf. 5).

•Theory: "Strategies and mental representations people use to solve problems, make

decisions, and learn new concepts" (Shaw, 2014, p.66). "Essential citizen competency"

(Benzanilla et al., 2018, p.90).

• Researcher: Key skill to face 21st-century challenges.

16. Learning Assessment

• Teachers: "We combine formative and summative assessments" (Inf. 4). "We value

processes, not just products" (Inf. 3).

•Theory: "Comprehensive curriculum approach" (Amengual, 1989, p.31). "Oriented

toward improvement" (González, 1999, p.36).

• Researcher: Traditional assessment does not measure authentic scientific compe-

tencies.

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After analyzing the aforementioned categories, the study reached a theorization phase which

proposed that developing scientific and research competencies in General Secondary Education

requires an educational praxis grounded in active pedagogical models that transcend traditional

transmission-based approaches (Flórez, 1999).

In this regard, natural science teachers employ PBL (Problem-Based Learning) as a central stra-

tegy to develop scientific and research competencies. This approach, characterized by working

with real-world problems, fosters student participation, critical thinking development, and team-

work collaboration (Instituto Tecnológico y de Estudios Superiores de Monterrey, 2010). Accor-

ding to Marra et al. (2014), PBL enables students to apply scientific knowledge to authentic

situations, reinforcing their motivation and ability to transfer learning to everyday contexts.

Additionally, it is complemented with playful activities such as educational games, which create

a dynamic learning environment and promote cognitive, emotional, and social development

(Mazabuel, 2016). However, for a deeper understanding of competencies, scientific argumen-

tation techniques are incorporated - essential for critical reasoning and collaborative knowledge

construction (Ribera de Parada, 2007; Eggen & Kauchak, 2015).

Teachers implement collaborative learning to develop scientific competencies, based on "face-

to-face" interactions (Johnson et al., 1994). This methodology promotes knowledge exchange,

social skills, and teamwork - all essential for science as a collective practice (Bunge, 2014). Ac-

cording to Roselli (2016), collaboration encourages shared responsibility and joint solution-buil-

ding. Collaborative projects prepare students to solve real problems (Rivera de Parada, 2004),

developing critical thinking and research competencies through interdisciplinary work (Vaillant

& Manso, 2019).

Experiential learning promotes scientific competencies through practical activities like laboratory

dissections, where students "directly observe brain anatomy" (Inf. 2). According to Universidad

del Desarrollo (2021), this approach involves applying knowledge in real contexts, strengthening

critical thinking and autonomy. Kolb (1984) highlights its observation-reflection-experimentation

cycle, which facilitates deep understanding and practical application of scientific concepts. Tea-

chers report higher student motivation and development of research skills when students be-

come active protagonists of their learning (Inf. 5).

Meaningful learning is based on connecting prior knowledge with new concepts (Tekman, 2021),

enabling students to understand and apply scientific concepts in real contexts. Teachers use stra-

tegies like projects and debates to foster critical thinking (Inf. 2). This approach develops research

competencies and socio-environmental awareness (Inf. 4). Complementarily, constructivism (Le

Moigne in Perraudeau, 2001) promotes active learning through PBL and interdisciplinary projects

(Inf. 5), where students collaboratively construct knowledge (Rosillo, 2018; Mamani, 2017).

Some teachers employ playful strategies from the sociocultural approach (Vygotsky, 2009), fos-

tering interaction and collaborative learning in natural sciences (Inf. 4). However, a traditional

Scientific and research competencies of students from an interdisciplinary

perspective in general secondary education

38 Carmen Eloísa Sánchez Molina

transmission-based model persists, focused on the teacher and content (Flórez, 1999). Other

teachers, lacking training in the area, prioritize quantitative assessments, neglecting didactic as-

pects. Competency-based models seek to develop investigative skills through exploration and

practice (Inf. 2), while constructivism promotes direct experimentation to stimulate curiosity and

autonomy (Inf. 3).

On the other hand, teachers must assume a "mediator role" (Vygotsky, 2009; Tebar, 2009), fos-

tering autonomy and meaningful learning through practical activities (Inf. 3). While some adopt

a traditional approach based on memorization and behavioral assessment (Flórez, 1999; Novak

& Gowin, 1988), others promote constructivism by facilitating investigative experiences (labs,

projects) that develop scientific skills (Dewey, 1960). Discovery learning requires students to ac-

tively select and analyze information (Novak & Gowin, 1988), while teachers guide through for-

mative assessment and key questions for meaningful learning.

The use of innovative pedagogical strategies, such as artificial intelligence (AI), fosters scientific

and investigative skills through active and personalized learning (Inf. 4). AI enables simulations

and data analysis, promoting critical thinking and interdisciplinarity. Other techniques include:

(a) Brainstorming (Cirigliano & Villaverde, 1981; Pimienta, 2008), which stimulates creativity

through free and structured ideas. (b) Oral presentations (Castro, 2017), where students organize

and communicate scientific knowledge. (c) Group discussions (Cirigliano & Villaverde, 1981), fa-

cilitating idea exchange in a collaborative environment. (d) Question formulation (Inf. 6), key to

developing critical thinking and scientific inquiry. (e) Problem-solving (Inf. 4), applying theoretical

knowledge in real contexts. (f) Conversational forums (Centro de Investigaciones y Servicios

Educativos, n.d.), promoting reflective dialogue. (g) Debates (Cirigliano & Villaverde, 1981; Pi-

mienta, 2008), encouraging argumentation and participation (Inf. 4, 5, and 6).

Regarding the axial category of learning assessment in natural sciences, this adopts a formative

and process-oriented character, allowing teachers to identify deviations and adjust pedagogical

strategies (Flórez, 1999; Amengual, 1989).

Formative assessment, highlighted in teacher testimonies (Inf. 5 and 6), provides real-time feed-

back, facilitating continuous improvement. Stefflebeam (1987) emphasizes its role as a guide

for decision-making, while summative assessment (Camilloni, 1998) certifies learning achieve-

ments and scientific competencies, integrating hypothesis formulation, experimentation, and

analysis (Inf. 5).

Process-oriented assessment (Alves y Acevedo, 1999) evaluates performance, attitude, and

achievement (Estévez, 2000), transcending final results. Techniques such as observation (anec-

dotal records, rating scales) allow assessment of practical and collaborative skills (Inf. 2, 4 and

6), though they require careful implementation to avoid subjective biases. Instruments like des-

criptive journals (Inf. 5) and checklists optimize objectivity.

On the other hand, from an integrative framework and by way of synthesis, it is proposed that

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scientific and research competencies constitute a fundamental pillar in contemporary educational

formation, integrating cognitive, procedural, and attitudinal dimensions. From a constructivist

perspective (Vygotsky, 1978; Piaget, 1968), these competencies transcend mere knowledge ac-

quisition, promoting essential skills for critical analysis and complex problem-solving. Cognitive

competencies involve the ability to analyze, understand, interpret, and explain scientific concepts

or phenomena. These include:

Scientific argumentation: The ability to structure evidence-based reasoning, fundamental •

for communicating findings and refuting ideas. "When an argument is proposed, a re-

ason is given to think its conclusion is true" (Iacona, 2018, p.65). "The ability to formulate

questions, experiment, and effectively communicate findings" (Inf.5) is a core competency

in the scientific process, as it promotes structured communication supporting conclusions

with solid evidence.

Understanding scientific concepts: An essential skill for developing research competencies, •

involving not just memorization but the ability to understand and interrelate concepts.

According to Pérez (2008, p.76), it is a "theoretical construction aimed at predicting ex-

perimental outcomes and explaining established facts."

Explaining phenomena scientifically: "The fact exists or is available to the researcher before •

constructing the theory meant to explain it" (Díaz et al., 2005, p.101), implying observable

reality must be interpreted through integrating diverse approaches and theories.

Hypothesis formulation: The ability to make grounded predictions based on scientific •

knowledge and pattern observation - learning to plan "problems emerging from analy-

zing theoretical-empirical knowledge relationships" (Díaz et al., 2005, p.100).

Critical thinking: The capacity to respond to environmental problems (Guzmán et al., •

2019).

Critical interpretation of data/evidence: Involves evaluating obtained information to draw •

valid, well-founded conclusions.

On the other hand, there are procedural competencies that integrate essential practical skills

for scientific research such as inquiry. These competencies foster the application of the scientific

method in real-world contexts, developing observation, critical analysis, and problem-solving

skills (Inf. 2). Active experimentation - such as studying reflex arcs in amphibians (Inf. 6) - rein-

forces meaningful learning by linking theory and practice (Inf. 2), preparing students for con-

temporary scientific challenges.

These competencies consist of: (a) Building and evaluating designs/prototypes: Involves applying

scientific knowledge to create and improve experimental models or devices. Through these ac-

tivities, students are given the opportunity to "design creative and effective solutions" (Inf. 4)

that address contemporary problems. (b) Inquiry: A fundamental pillar in science education, as

it drives students to explore, question, and discover the world around them.

Regarding attitudinal competencies, this group includes competencies that foster essential at-

titudes for scientific work. Among these stand out: (a) Developing curiosity and critical thinking:

Scientific and research competencies of students from an interdisciplinary

perspective in general secondary education

40 Carmen Eloísa Sánchez Molina

"Fostering curiosity and critical thinking is key to helping students understand and internalize

scientific and research competencies" (Inf. 2). (b) Researching, evaluating, and using scientific in-

formation: Involves the attitude of constant knowledge-seeking and the ability to discern bet-

ween valid and invalid information sources. "It requires identifying and solving problems in real

contexts to address actual issues" (Inf. 3).

It should be noted that developing scientific competencies transcends mere knowledge acqui-

sition, integrating cognitive, procedural, and attitudinal dimensions. From a constructivist ap-

proach, it promotes critical thinking (analysis, evaluation, and synthesis of information), scientific

argumentation (structuring evidence-based ideas), and inquiry (hypothesis formulation and ex-

perimental design). These competencies enhance metacognitive skills and complex problem-

solving through an interdisciplinary framework. Additionally, attitudes like curiosity, ethical

commitment, and creativity are essential for applying scientific knowledge in real contexts,

strengthening the theory-practice connection. Effective communication (oral, written, and di-

gital) completes this profile, ensuring knowledge transferability.

Conclusions

At the conclusion of this article, it is determined that the analyzed theoretical frameworks emp-

hasize the need to transition from a traditional educational model to an interdisciplinary one

focused on developing scientific and research competencies. Constructivist theories (Piaget,

Vygotsky, Ausubel) and active models (investigation, discovery) provide tools for designing pe-

dagogical practices that foster curiosity, critical thinking, and knowledge application in real con-

texts. Integrating these perspectives with innovative teaching strategies can transform

classrooms into spaces where students not only learn science but think and act like scientists.

Similarly, it is concluded that educational praxis in scientific and research competencies is groun-

ded in active pedagogical models, such as problem-based and project-based learning, which

promote knowledge application in real-world contexts. These methodologies, combined with

strategies like debates and group discussions, encourage critical thinking and collaborative know-

ledge construction. Formative assessment, with continuous feedback and clear criteria, ensures

meaningful and adaptive learning. Integrating these student-centered approaches enriches the

educational process, preparing students for academic and professional challenges with analy-

tical, creative, and collaborative tools.

Finally, it is concluded that scientific and research competencies are articulated through three

key dimensions: (a) Cognitive (critical thinking, evidence-based argumentation, and interdisci-

plinary understanding of phenomena, grounded in theories like those of Piaget and Vygotsky).

(b) Procedural (inquiry, data interpretation, and prototype construction, following Bruner and

Dewey's "learning by doing" approach). (c) Attitudinal (curiosity as a learning driver and scientific

ethics). These competencies, integrated into General Secondary Education, shape citizens ca-

pable of solving complex problems, innovating, and assuming responsibilities in an intercon-

nected world, combining scientific rigor with creativity and social awareness.

Revista Digital de Investigación y Postgrado, 6(12), 27-47

Electronic ISSN: 2665-038X

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