Aprendizaje Basado en Investigación para Desarrollar Competencias Científicas en Estudiantes de Pedagogía de la Historia

Justification: Research-Based Learning (RBL) strengthens higher education; however, evidence regarding its relationship with scientific competencies is scarce in the initial training of History and Social Sciences teachers, where limitations in critical thinking, research motivation, and academic production persist. Objective: To analyze the relationship between RBL and scientific competencies among students of History and Social Sciences Education at the National University of Chimborazo. Methodology: The study was quantitative, correlational, non-experimental, and cross-sectional. A 16-item Likert survey with high internal consistency (α = 0.907 for RBL and α = 0.944 for scientific competencies) was administered to 44 first-semester students selected through non-probability sampling. Results: Agreement with RBL ranged from 61.4% to 81.8%, with the highest ratings in the consultation of historical sources and the application of theory to practice. Academic writing, complex thinking, and critical analysis stood out among scientific competencies. Teacher mediation received the lowest rating (34.1%). Spearman's Rho correlation was positive, strong, and significant (r = 0.710; p < 0.01). Conclusion: It was concluded that RBL was associated with higher scientific competencies; therefore, it is pertinent to expand its implementation through teacher training in research methodologies, collaborative work, and academic integrity.