Experimentation-Based Learning and Its Effect on the Scientific Competencies of University Students

Abstract

University science education requires developing abilities to formulate problems, design procedures, analyze evidence, and construct conclusions; however, excessively guided practices may significantly limit students’ active participation. The objective of this research was to determine the effect of experimentation-based learning on the scientific competencies of university students. A descriptive qualitative study was conducted with 14 faculty members from seven universities in Ecuador, Colombia, and Venezuela, selected through purposive sampling; semi-structured interviews and thematic analysis of the transcripts were conducted. The results revealed five categories: student participation, scientific competencies, progressive autonomy, teacher mediation, and institutional limitations, showing that experimentation promotes decision-making, critical analysis of evidence, and autonomous scientific reasoning. It was concluded that experimentation-based learning strengthens university science education when it integrates progressive autonomy, teacher mediation, reflection on evidence, and institutional conditions that support formative practices.