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.
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. Read More