Resumen

MORALES, Oscar Alberto; RINCON, Ángel Gabriel  y  TONA ROMERO, José. How to teach research at a university level. La Revista Venezolana de Educación (Educere) [online]. 2005, vol.9, n.29, pp.217-225. ISSN 1316-4910.

At university level, undergraduate and graduate students who have to write a final dissertation, minor thesis, monograph, final report or a thesis often tend to complete all the requisites for graduation except finishing this final piece of work: they drop out without finishing the process. This is known as the “everything except the thesis” syndrome. This abandonment is due to the incapacity for undertaking the research process in a successful way and producing the required type of text. This is a consequence in part of the way research teaching is approached in the university. As well as the necessary follow up, both in tutoring as well as in consulting. This has made evident the need to transform research teaching. Within this context the present paper emerges to offer some proposals to improve research teaching and its follow-up in the university. It is aimed at research teachers (in any of their denominations and variations) of undergraduate and graduate student and at tutors and potential consultants for final dissertations and thesis. It is based on the constructivist conception of the inter learning process and the psycholinguistic model of reading and writing. The idea of teaching research through research itself is used as a starting point, with clear purposes, in real contexts, looking to contribute to the development of solutions for society’s problems. Also, we highlight the follow-up process based on respect to achieve training. We conclude that if these proposals are taken into consideration, the “everything except the thesis” syndrome will be done away with.

Palabras clave : teaching; research; university; development of writing.