[en] The present paper deals with the problems, goals, activities and achievements of the use of the cinema as a didactic strategy for research, which besides the incorporation of specific knowledge is required to obtain particular skills and attitudes. Since the students of the Faculty of Natural and Exact Sciences and Faculty of Health Sciences of the University of Belgrano were required to carry out a personal research as an end-of-degree project, the decision was taken to introduce -from the first years, apart from the subjects specific to the degree- any methodology that would motivate them beyond providing relevant data on the research world of in an attractive way. Currently, the former possibility of the development of an almost personal relationship between a beginner in the field of research and his/her teacher is no longer a reality; this relationship allowed both profound insights into different aspects related to research that went further than merely methodological ones, issues such as secondary interests and benefits, the role of the researcher, the community role, respect for human beings, and the necessary ethical precautions, etc. Research needs to go beyond simple informative knowledge; it should also involve an education in skills and attitudes. The use of films for the teaching of sciences is already an everyday reality in certain European countries, and we have even taken part in joint research on this topic between the University of Belgrano (Argentina) and the University of Salamanca (Spain). The novelty in this sense was to use it not as it is usually presented for a better recall of contents, but to motivate students to carry out their own research and to offer their initial conceptions on science and its methodology, together with their reflections about certain aspects of scientific work.

[es] El trabajo versa sobre la problem?tica, prop?sitos, actividades y logros de la utilizaci?n del cine como estrategia did?ctica para la tem?tica de investigaci?n, donde adem?s de la incorporaci?n de conocimientos espec?ficos se requiere la obtenci?n de destrezas y sobre todo de actitudes. Dado que al finalizar la carrera los alumnos de las Facultades de Ciencias Exactas y Naturales y Ciencias de la Salud de la Universidad de Belgrano deben realizar una investigaci?n personal como trabajo final de carrera, se decidi? adem?s de las materias especificas, arbitrar desde los primeros a?os alguna metodolog?a que los motivara y les fuera aportando datos relevantes sobre el mundo de la investigaci?n en forma atractiva. Ya no existen las posibilidades de anta?o de una relaci?n casi personal entre aquel que se iniciaba en la investigaci?n y su maestro, la cual permit?a a ambos reflexiones profundas sobre diferentes aspectos relacionados con la misma m?s all? de los meramente metodol?gicos, temas como los intereses y beneficios secundarios, el rol de investigador, el papel de la comunidad, el respeto por la persona humana y los recaudos ?ticos necesarios, etc. La investigaci?n necesita traspasar los conocimientos informativos sencillos e involucra adem?s formaci?n en destrezas y actitudes. La utilizaci?n del cine para la ense?anza de las ciencias ya se viene empleando de manera rutinaria en algunos pa?ses europeos, inclusive ya hab?amos intervenido en investigaciones conjuntas sobre este tema entre la Universidad de Belgrano (Argentina) y la Universidad de Salamanca (Espa?a). La novedad en este aspecto fue utilizarlo no como habitualmente para la mejor recordaci?n de contenidos, sino para motivar a los alumnos a la realizaci?n de su propia investigaci?n e incorporar los primeros conceptos sobre la ciencia y su metodolog?a y la reflexi?n sobre algunos aspectos del quehacer cient?fico.