Academic experiences that influence the research training of postgraduate students
Abstract
Graduate students in science-oriented programs must develop the ability to apply scientific methods and theoretical knowledge to generate solutions to current problems. They must formulate alternatives for scientific, technological, and innovation development that address needs in engineering and technology. Therefore, this study investigated the academic experiences that influence research training from the perspective of graduate students. The methodology was qualitative. It was a non-experimental, cross-sectional study. The method was empirical-analytical with a phenomenological approach. Regarding the findings, the study determined how academic rigor influences the configuration of learning, identified how students develop skills and carry out the research process, and specified how rigor and methodological elements are formative components. It was concluded that these results are relevant to the academic training and scientific orientation of graduate students.
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References
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