Every three years, the Organisation for European Cooperation and Development evaluates the scientific competence of European students. Recent results have demonstrated that scientific competence in Spain is somewhat underdeveloped, which underscores the need to apply educational methodologies that favour the development of said competence. This paper analysed the extent to which the implementation of the Spanish high school diploma of research favoured the development of the Scientific Competence of students. The students had to develop a research project, co-tutored by a secondary education teacher and a University teacher/researcher. Both professionals offered the guidance necessary to develop a project that concerned the resolution of a problem of interest. Audio and video data were collected during the 18 months of the high school programme. These data were transcribed and analysed using a rubric designed ad hoc. This assessment instrument is a relevant point of this work as long as it can be used as evaluating tool in the Scientific Competence assessment of future studies. The results revealed that the students had to make use of their knowledge of the research topic, strengthen this knowledge, substantiate the research using the scientific literature, design and develop the experimental methodology, collect, analyse and present data, and, finally, disclose these data. The results indicated high levels of development in the three sub-competences that were explored, which concluded in a high development of scientific competence.

欧洲合作与发展组织每三年评估一次欧洲学生的科学能力。最近的结果表明，西班牙的科学能力有些欠发达，这强调需要应用有利于所述能力发展的教育方法。本文分析了西班牙高中研究文凭的实施在多大程度上有利于学生科学能力的发展。学生们必须开发一个研究项目，由一名中学教师和一名大学教师/研究人员共同辅导。两位专业人士都提供了开发涉及解决感兴趣问题的项目所需的指导。音频和视频数据是在高中课程的 18 个月内收集的。这些数据使用专门设计的标题进行转录和分析。只要该评估工具可以用作未来研究的科学能力评估中的评估工具，它就是这项工作的相关点。结果表明，学生必须利用他们对研究主题的知识，加强这些知识，利用科学文献证实研究，设计和开发实验方法，收集、分析和呈现数据，最后公开这些数据。数据。结果表明，所探索的三个子能力得到了高水平的发展，最终导致了科学能力的高度发展。