La enseñanza de la investigación: Percepción estudiantil en torno al aprendizaje activo.

This paper investigates the role of active learning in two undergraduate research courses. It discusses how active learning improves research teaching; to this end, an inquiry based on Dewey's principles on the subject is carried out. The research design is mixed. The quantitative phase is a non-experimental design, and the qualitative phase is basic. A total, 57 students from two public universities in Mexico participate. A Likert-type questionnaire and focal interviews were applied to two groups of students. The results show that research is reflective learning about action. In this, the professor acts as an external conscience about the what, how, and why of the research, hence the importance of learning by doing and connecting with significant problems for students. This study provides clues for academies of research methodology and for professors working in these subjects. [ABSTRACT FROM AUTHOR]