School research for the development of scientific competencies in basic education teachers

Abstract

Although school research offers a valuable approach to fostering critical thinking and scientific skills, many educational institutions are still trapped in traditional methods that do not promote active inquiry and reflection on educational processes, limiting teachers' ability to apply innovative methodologies that develop scientific competencies essential for quality education. In this sense, the objective of this study was to analyze the impact of school research on the development of scientific competencies in basic education teachers, identifying the most effective methodological strategies, the main difficulties in their implementation and offering recommendations to improve their application in the classroom. A PRISMA systematic review methodology was employed, with searches in scientific databases such as Scopus, Dialnet, Google Scholar, Scielo and academic repositories, using key terms and Boolean operators. The selected studies, following inclusion and exclusion criteria, resulted in 13 final records for meta-synthesis. The review concluded that methodological strategies such as flipped classroom, ICT use, and method triangulation were key to strengthening teachers' scientific competencies, although their implementation faced challenges such as lackof training, scarcity of resources, and work overload. To overcome these difficulties, it was necessary to strengthen the continuous training of teachers, offer greater institutional support and adapt methodological strategies to contextual needs, especially in rural areas, to ensure the sustainable development of scientific competences.