Abstract
The aim of this study is to identify and understand the theoretical and conceptual difficulties students have in learning the research methodology. The qualitative methodological design guided by an inductive logic. The participants were students who were enrolled in Research Methodology at the National University of San Luis, Argentina. The data collection techniques were interviews, participant observation and collective bodies. We used the constant comparative method for analysis of information. It was found that the fragility of knowledge is one of the difficulties in addressing the new content.

Key words author
Difficulties, learning, research methodology, university classroom, education, knowledge fragile.

Key words plus
Science, methodology; Learning, methodology; College teaching.

Transference to practice
The importance acquired investigative dimension in vocational training and the fact that research has difficulty learning to students, justify this study. To develop an effective program proposal, the teacher must be competent not only in content but also the ability to propose strategies that will contribute the processes of knowledge construction. The knowledge of these difficulties and the factors that generate them may serve as a basis for designing in the future, alternative strategies aimed at improving the educational processes of learning and research methodology.