Experimentation-Based Learning and Its Effect on the Scientific Competencies of University Students
DOI:
https://doi.org/10.56200/mentor.v5i15.13598Keywords:
Experimentation, learning, scientific competencies, university, autonomyAbstract
University science education requires developing abilities to formulate problems, design procedures, analyze evidence, and construct conclusions; however, excessively guided practices may significantly limit students’ active participation. The objective of this research was to determine the effect of experimentation-based learning on the scientific competencies of university students. A descriptive qualitative study was conducted with 14 faculty members from seven universities in Ecuador, Colombia, and Venezuela, selected through purposive sampling; semi-structured interviews and thematic analysis of the transcripts were conducted. The results revealed five categories: student participation, scientific competencies, progressive autonomy, teacher mediation, and institutional limitations, showing that experimentation promotes decision-making, critical analysis of evidence, and autonomous scientific reasoning. It was concluded that experimentation-based learning strengthens university science education when it integrates progressive autonomy, teacher mediation, reflection on evidence, and institutional conditions that support formative practices.
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Copyright (c) 2026 Jose Luis Núñez Sánchez , Nellys Yordania García Liranzo , Judith Martínez-Alonzo , Wanda Marina Román-Santana
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