Aprendizaje basado en investigación para el desarrollo de habilidades investigativas en estudiantes universitarios: revisión narrativa
Inquiry-based learning for the development of research skills in university students: a narrative reviewBarra lateral del artículo
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Contexto: La educación superior contemporánea enfrenta el desafío de formar profesionales con capacidades para generar conocimiento científico y resolver problemas complejos. El aprendizaje basado en investigación es un enfoque pedagógico que ubica al estudiante en el centro y fomenta la indagación, el pensamiento crítico y la construcción de conocimiento. Objetivo: Analizar las concepciones teóricas del aprendizaje basado en investigación y las habilidades investigativas, así como la relación que existe entre ambas categorías. Metodología: El estudio consistió en una revisión narrativa de estudios de las bases de datos Web of Sciende y Scopus mediante la metodología de revisión rápida. Los criterios de inclusión contemplaron artículos publicados entre 2022 y mayo del 2026, que fueran de acceso abierto. Resultados: El aprendizaje basado en investigación constituye un enfoque con cinco fases: orientación, conceptualización, investigación, conclusión y discusión, que promueve competencias científicas. Las habilidades investigativas agrupan desempeños que reflejan capacidades para aplicar métodos científicos, evaluar información y generar conocimiento. La relación entre ambas categorías radica en que las actividades indagatorias favorecen la creación de espacios de observación, experimentación y construcción de aprendizajes. Conclusión: El aprendizaje basado en investigación representa una vía pertinente para el desarrollo de habilidades investigativas, pues sus actividades indagatorias potencian la alfabetización científica y la formación de competencias en los estudiantes universitarios.
Background: Contemporary higher education faces the challenge of training professionals capable of generating scientific knowledge and solving complex problems. Inquiry-based learning (IBL) is a student-centered pedagogical approach that fosters inquiry, critical thinking, and knowledge construction. Objective: To analyze the theoretical conceptions of IBL and research skills, as well as the relationship between both categories. Methods: A narrative review was conducted using a rapid review methodology, searching Web of Science and Scopus databases. Inclusion criteria encompassed open-access articles published between 2022 and May 2026. Results: IBL is characterized as a five-phase approach—orientation, conceptualization, investigation, conclusion, and discussion—that promotes scientific competencies. Research skills encompass performances reflecting the capacity to apply scientific methods, evaluate information, and generate knowledge. The relationship between these categories lies in how inquiry activities facilitate spaces for observation, experimentation, and learning construction. Conclusion: Inquiry-based learning represents a relevant pathway for developing research skills, as inquiry activities enhance scientific literacy and competency building among university students.
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