Percepción del aprendizaje de la física en diferentes programas de ingeniería


  • Tomas Rada Crespo Dr
  • Oscar Hernández Bustos
  • Diana Rueda Delgado
  • Heydy Robles Noriega
  • Juan Miranda Crespo



Attitudes and beliefs, learning of physics, predictor of performance, CLASS survey


This work was designed to characterize and study the beliefs held by students of different engineering programs regarding the learning of Physics using the CLASS survey. The beliefs and attitudes shown by students towards the learning of this subject represent a good predictor of the performance of students taking the first science courses and whose contents are valid in an increasingly globalized world. In addition, the teacher’s knowledge of these beliefs will allow him/her to have a clearer idea of what the students think regarding the way in which they learn this subject. Therefore, we propose learning environments that potentiate favorable beliefs and modify unfavorable ones, and will represent for the teacher a high possibility of improving the results in the learning of Physics. In this study, we found significant differences in how students perceive the importance of learning Physics in their training as engineers, depending on the engineering program they are enrolled in. It is necessary then, that the teacher establishes a pedagogical line of action that brings the student closer to an effective learning and where the competences developed in the learning of Physics are oriented to the development of their professional training.

Author Biographies

Oscar Hernández Bustos


Departamento de Biolog´ıa y Qu´ımica, Universidad Del Norte

Diana Rueda Delgado

Departamento de F´ısica, Universidad Del Norte

Heydy Robles Noriega

Departamento de Lenguas Extranjeras, Universidad Del Norte

Juan Miranda Crespo

Departamento de F´ısica, Universidad Del Norte


S. Flores-Garc´ıa, L.L. Alfaro-Avena, J.E. Chavez-Pierce, J. Luna-Gonzalez, and M.D. Gonzalez-Quezada, Students difficulties with tension in massless strings, Am J Phys 78 (2010) 12,

Ruth A. Streveler, T.A. Litzinger, R.L. Miller, and P.S. Steif, Learning Conceptual Knowledge in the Engineering Sciences: Overview and Future Research Directions, J.E.E. 97 (2008) 3,

D. Hammer, Epistemological beliefs in introductory physics, Cog. Instr. 12 (1994) 2,

P.M. Sadler, and R.H. Tai, Success in introductory college physics: The role of high school preparation, Sci. Ed. 85 (2001) 2,;2-O.

J. House, Student Motivation and Achievement in College Chemistry, I.J.I.M. 21 (1994) 1.

J. House, Student Motivation, Previous Instructional Experience, and Prior Achievement as Predictors of Performance in College Mathematics, I.J.I.M. 22 (1995) 2.

M. Marusiˇ c, and Z. Had ´ zibegovi ˇ c,´ Student attitudes towards astronomy: A bi-country questionnaire results, Rev. Mex. Fis. E. 64 (2018) 1, arttext&pid=S1870-35422018000100061.

G.R. Pike, Students’ Personality Types, Intended Majors, and College Expectations: Further Evidence concerning Psychological and Sociological Interpretations of Holland’s Theory, Res High Educ 47 (2006) 7,

J.L. Docktor, and J.P. Mestre, Synthesis of discipline-based education research in physics, Phys. Rev. ST Phys. Educ. Res. 10 (2008) 020119,

K.K. Perkins, W.K. Adams, S.J. Pollock, N.D. Finkelstein,N. D. and C.E. Wieman, Correlating Student Beliefs With Student Learning Using The Colorado Learning Attitudes about Science Survey, AIP Conference Proceedings 790 (2005) 1,

X. Hu, Frederick K.S. Leung, and G. Chen, School, family, and student factors behind student attitudes towards science: The

case of Hong Kong fourth-graders , Int J Educ Res 92 (2018) 12,

J. Osborne, S. Simon, and S. Collins, Attitudes towards science: A review of the literature and its implications, Int J Educ Res 25 (2003) 9,

W.K. Adams, et. al., New instrument for measuring student beliefs about physics and learning physics: The Colorado Learning Attitudes about Science Survey, Am Phys Soc. 2 (2006) 1,

E.F. Redish, J.M. Saul, and R.N. Steinberg, Student expectations in introductory physics, Am J Phys 66 (1998) 3,

I.A.Halloun, and D. Hestenes, The initial knowledge state of college physics students, Am J Phys. 53 (1985) 11,

A. Elby, J. Frederiksen, C. Schwarz, and B. White, Epistemological Beliefs Assessment for Physical Science, (2019),∼elby/EBAPS/home.html.

C.E. Wieman, and W.K. Adams, On the Proper Use of Statistical Analyses; a Comment on “Evaluation of Colorado Learning Attitudes about Science Survey” by Douglas et al, 2019 (2015) 12,

Science Education Initiative at University of Colorado Boulder, CLASS (Colorado Learning Attitudes about Science Survey),

(2003), .

J.C. Miranda, and T. Rada, An examination of the beliefs about physics and learning physics among engineering students, Int. J. Eng. Educ. 34 (2018) 1, ijee3645.pdf

L.J. Cronbach, Coefficient alpha and the internal structure of tests, Psychometrika 16 (1951) 3,

E. Gire, E. Price, and B. Jones, Characterizing the Epistemological Development of Physics Majors, Physics Education Research Conference 2006 883 (2006) July 26-27,

H. Alhadlaq et al., Measuring Students0 Beliefs about Physics in Saudi Arabia, AIP Conference Proceedings 1179 (2009) 1,

E. Mazur, Peer Instruction: A User’s Manual , Series in Educational Innovation (1997),

L.C. McDermott, Millikan Lecture 1990: What we teach and what is learned−Closing the gap, Am J Phys. 59 (1991) 4,

R.R. Hake, Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses, Am. J. Phys. 66 (1998) 1,

T.F. Nelson Laird, R. Shoup, G.D. Kuh, and M.J. Schwarz, The Effects of Discipline on Deep Approaches to Student Learning

and College Outcomes , Res. Hig. Ed. 49 (2008) 6,

D. Hammer, Student resources for learning introductory physics , Am. J. Phys. 68, (2000) S1,

I. Harel, and S. Papert, Constructionism: research reports and essays, 1985-1990, (1991)

D. Hestenes, Modeling games in the Newtonian World, Am J Phys. 60 (1992) 8,

J. Watkins, and E. Mazur, Just in Time Teaching and Peer Instruction, Just in Time Teaching Across the Disciplines, Across the Academy (2009).

J.A. Pulgar, I.R. Sanchez, ´ Impacto de un programa de renovacion metodol ´ ogica en las estrategias cognitivas y el rendimiento academico en curos de F´ısica Universitaria, Formacion universitaria 7 (2014), arttext&pid=S0718-50062014000500002&nrm=iso.

K.P. Rodr´ıguez Serrano, M.A. Maya Restrepo, and J.S. Jaen Posada, Educacion superior en Ingenier´ıas: de las clases magistrales a la pedagog´ıa del aprendizaje activo, Ingenier´ıa y Desarrollo 30 (2012) 06, arttext&pid=S0122-34612012000100008&nrm=iso.

H. Barrows and R. Tamblyn, Problem-based learning : an approach to medical education, Springer Publishing Company, (1980).

L. Springer, M.E. Stanne, and S.S. Donovan, Effects of Small-Group Learning on Undergraduates in Science, Mathematics, Engineering, and Technology: A Meta-Analysis, Rev. Educ. Res. 69 (1999) 1,

M. Lehmann and P. Christensen, X. Du and M. Thrane, Problem-oriented and project-based learning (POPBL) as an innovative learning strategy for sustainable development in engineering education, Eur. J. Eng. Educ. 33, (2008) 3,

S.M. Coello Pisco, Y.A. Gonzalez Cañnizalez, J.A. Hidalgo Crespo, J.J Barzola Monteses, and L.M. Alonso Aguila, Desarrollo de habilidades STEM en estudiantes universitarios de F´ısica mediante proyectos I+D+i. Caso: estimacion de la demanda de la energıa electrica en zonas rurales y urbano- marginales, Rev. Mex. Fis. E 65 (2019) 1,

H.G. Riveros, Investigacion en ense ´ nanza de la f ˜ ´ısica experimental en el siglo XXI, Rev. Mex. Fis. E 63 (2017) 1, arttext&pid=S1870-35422017000100068




How to Cite

T. Rada Crespo, O. Hernández Bustos, D. Rueda Delgado, H. Robles Noriega, and J. Miranda Crespo, “Percepción del aprendizaje de la física en diferentes programas de ingeniería”, Rev. Mex. Fis. E, vol. 19, no. 2 Jul-Dec, pp. 020202 1–, Apr. 2022.