LEARNING OF PHYSICS, BELIEFS AND ATTITUDES OF STUDENTS OF ENGINEERING, AN EDUCATIONAL INTERVENTION

Both students and teachers have beliefs about physics and the nature of science itself, which could promote negative attitudes and contribute to the difficulty of their learning. Beliefs act as singularly powerful perceptual filters and create results, limiting beliefs usually revolve around the "cannot". The beliefs that we build based on our own or shared by the collective experience have an impact on learning, learning sciences, particularly physics could be a charming experience for some, while for others it can be terrifying. It has been seen that if students possess a deeper understanding of the process of science, instead of focusing exclusively on their results, they will have a greater ability to refute or resist common attitudes to the pseudoscience, becoming critical people who will be able to make decisions based on arguments.

To explore the beliefs of students about their learning and physics; It was designed the Colorado Learning Attitudes about Science Survey. This survey distinguishes between beliefs towards Physics on expert students and novices and identifies how these beliefs are greatly modified due to teaching-learning strategies designed and applied by the teacher. An educational intervention in a college physics course, was performed in order to know if the proposed education strategy changed beliefs towards Physics. The test was applied at the beginning and at the end of the instruction, the results of the analysis indicate that students reported a profile of responses Pro and in accordance with the opinions of experts in most of the categories measured by the instrument after the lesson, especially in problem solving and confidence to solve these problems ensuring that they could find a suitable way on how to solve problems although not being able to find the solution easily, they seek different ways to propose alternative solutions, which favors not only conceptual learning, but the development of Metacognitive of higher-order skills to deal with and solve a lot easier those things that they do not know and how to find the information and the search for errors. This paper describes both teaching methods and changes in beliefs in the various categories that are measured with the instrument, which have had an impact on attitudes towards the usefulness of physics and its use in engineering.