Abstract
This paper responds to the social demand to equip learners with the skills capable to create solutions that are sustainable over time, to increasingly complex problems. To this end, this study designed implemented and evaluated an instructional process aimed to students’ development of scientific skills during the scientific inquiry process. A quasi-experimental study was designed in which participated 61 university students of physics university course participated in the study. The results show that the students of the experimental group developed higher level of scientific skills than the control group.
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