Undergraduate Teaching in Scientific Research: A Systematic Review of the Literature Available in Scopus, Eric and Scielo, 2012-2021

Abstract

Teaching in research at the university level is a complex task that articulates, experience, methodology and research skills of the faculty. Developing research implies creativity, dedication of hours and the development of an innovative identity in university professors, which is a priority in higher education institutions. The objective of this study was to systematize the scientific evidence on the teaching of research in various disciplines at the university level. Verification was performed in the Eric, Scopus and Scielo databases between the years 2012 and 2021. A search equation was used with the terms included in the thesauri of "scientific research" and "teaching". The Boolean operators "AND" and "OR" were used and the exclusion and inclusion criteria of temporality, subject, language, type and accessibility to scientific literature were used. Twenty articles were identified that answered the question: What is the scientific evidence on university teaching in scientific research, identifying the pedagogical dimension, complexity of teaching, techniques and instruments, and predominance of teaching over research? The results indicate that university professors should be aware and should recognize that despite having extensive professional experience, they should improve their research skills, so as to offer a range of possibilities to students for research. It is concluded that whatever the discipline to be developed at the university level, scientific research should be strengthened through the reading of scientific articles, preferably housed in indexed scientific journals and belonging to or promoting research networks.