Resumo

LOLI PONCE, Rudi Amalia et al. Research teaching and learning on research: social representation from student perspective. An. Fac. med. [online]. 2015, vol.76, n.1, pp.47-56. ISSN 1025-5583.

The university is where creativity and the spirit of inquiry are developed in students and teachers engaged in the process of research. Paradigms, stereotypes, prejudices, and perceptions occur within the socio-cultural context. Objective: To describe undergraduate nursing student’s social representation on research learning in a Faculty of Medicine. Design: Interpretative qualitative-descriptive study based on the social representations theory. Setting: Faculty of Medicine, Universidad Nacional Mayor de San Marcos, Lima, Peru. Participants: Undergraduate nurse students. Methods: Focus groups and free and systematic observation were used for data collection. Main outcome measures: Social representation on investigation learning and teaching. Results: Three categories emerged: (1) facing new learning, (2) constructing the research project, and (3) understanding the meaning of research. Conclusions: Research teaching and learning were perceived as difficult, complex, and stressful. They relate to pressure and controversies from teachers, work overload, and implicit values like perseverance, dedication and time. The times considered critical involved problem approachment, definition of variables, and defense of the research product. Attitudes were favorable in general, but the dichotomy: "I like it, but... I have no time" was present.

Palavras-chave : Teaching learning research; student social representation.

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