Desarrollo de competencias investigativas en química: desafíos de la práctica docente en el nivel secundario

Abstract

This study aims to analyze the challenges faced by chemistry teachers in implementing the development of research competencies in the classroom, as required by the Dominican secondary education curriculum. The study follows a qualitative, descriptive, and cross-sectional design using interviews as the data collection technique. Four secondary-level chemistry teachers from to schools public and private in the province of Monseñor Nouel participated in the study. A semi-structured guide was used, including demographic data and open-ended questions about competency-based teaching and challenges related to research in chemistry classes. The instrument underwent face and content validity through expert judgment. Data were analyzed using Atlas.ti 25 software. The findings reveal a significant gap between curricular expectations and the real conditions of teaching practice. Although teachers acknowledge the value of research as a core element of science learning, they face structural, training-related, and time constraints that hinder its effective implementation. In particular, most teachers reported not having received further training in research methodologies after completing their undergraduate studies, which directly impacts the design of pedagogical strategies aimed at fostering critical thinking and experimentation. The study concludes that the implementation of research competencies in chemistry teaching requires not only adequate resources but also continuous professional development and pedagogical support to align classroom practice with established curricular guidelines.