Research competence in the teaching of natural sciences: a transformative perspective

This study analyzed the implementation of research competence as a transformative axis in the teaching and learning processes of natural sciences. To this end, the theoretical foundations supporting it were examined, its contribution to the transformation of traditional pedagogical practices was analyzed, and the main challenges and possibilities for its implementation in Latin American contexts were identified. The methodology consisted of a systematic review and documentary analysis of 14 recent studies, whose data were organized into a comparative table by author, year, and type of study, objectives, results, and conclusions. The findings demonstrate that research competence promotes innovative pedagogical practices, such as teaching for understanding, experimentation, and reflective systematization, displacing traditional transmissive models. Likewise, structural challenges were identified, such as limited teacher training and resource scarcity, alongside contextual possibilities like the use of local settings for inquiry. It is concluded that this competence acts as catalyst for meaningful, critical, and pertinent science education, requiring a flexible articulation between theoretical frameworks and situated educational realities.