THE FORMATION OF CONCEPTUAL, ATTITUDINAL, AND PROCEDURAL INVESTIGATIVE KNOWLEDGE IN UNIVERSITY STUDENTS

Although difficulties persist in achieving the required comprehensiveness, the Universidad Regional Autonoma de los Andes has organized student research training from the first level of undergraduate studies until graduation with a new curriculum and intervention strategies. In this research, the objective is established from the relationship between teaching and research practice to analyze research training at the University from the subjects of the research epistemological axis as a measure of the acquisition of knowledge reflected by students in their cognitive, procedural and attitudinal dimensions. We worked under a pre-experimental descriptive transversal design projected during one semester. The authors used methods, observation, and compilation of experiences in the formative performance both in the classroom and in the conduction of the research projects. Measurement techniques such as pedagogical tests and surveys were also carried out with the five levels of the Law career in the morning section at the headquarters, UNIANDES Santo Domingo. It was possible to corroborate that the university student develops conceptual, procedural, and attitudinal knowledge from research as a system. But it was also pointed out that attitudinal knowledge is the one that presents the greatest difficulty at present for the success of research activity.