Posturas didácticas sobre el método científico y su influencia en el desarrollo de competencias investigativas en estudiantes universitarios

Objective. To demonstrate that the teaching positions with a quantitative vs. conceptualist-epistemological approach of the teacher on the scientific method influence the development of research competences of the university student. Methods. pure or basic research was observational, analytical, prospective and cross-sectional. The level of the investigation was explanatory, it evaluated the causality of one variable over the other. Population made up of 570 students from the last cycle of studies at the University of Huanuco, enrolled in the 2020-I cycle. The sample consisted of 215 students, chosen by stratified random sampling. A documentary measurement instrument adapted from the Jaik and Ortega (2017) Investigative Competency Assessment Scale was used. Results. The results confirm that the teaching position of the teacher on the scientific method influences the research competences of the university student, with a probability of error of 3.2%. Conclusions. It is concluded that the teaching position of the teacher on the scientific method effectively influences the development of research competences of the university student.