El aprendizaje de la Física en estudiantes de Ingeniería: percepciones desde una mirada multidisciplinaria
DOI:
https://doi.org/10.71068/6zec7917Palabras clave:
actitudes hacia física, aprendizaje conceptual, educación en ingeniería, creencias epistemológicasResumen
La enseñanza de la Física en la educación superior ha sido reconocida como un desafío debido a las dificultades conceptuales, las actitudes desfavorables y las creencias epistemológicas que los estudiantes desarrollan a lo largo de su formación académica, especialmente en programas de ingeniería. En este contexto, el presente estudio tuvo como objetivo general analizar las creencias y actitudes hacia el aprendizaje de la Física en estudiantes universitarios de distintas carreras de ingeniería en Ecuador, identificando diferencias entre programas académicos. Se empleó un enfoque cuantitativo de tipo no experimental, con diseño transversal, aplicando la encuesta Colorado Learning Attitudes about Science Survey (CLASS) a una muestra de 600 estudiantes de Ingeniería Civil, Eléctrica, Industrial, Electrónica, Mecánica y de Sistemas, con representación de ambos géneros, y complementando el análisis con técnicas estadísticas inferenciales como ANOVA y pruebas post hoc de Tukey. Los resultados evidenciaron diferencias estadísticamente significativas entre los programas en varias categorías, destacándose Ingeniería Mecánica con niveles más altos de favorabilidad, mientras que Ingeniería Industrial y de Sistemas presentaron niveles más bajos, lo que reflejó una predominancia de concepciones instrumentales del aprendizaje de la Física, caracterizadas por el uso mecánico de fórmulas y una limitada comprensión conceptual, así como una débil conexión con contextos reales.
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Derechos de autor 2025 Daniel Oswaldo Ramírez Guevara (Autor/a)
Esta obra está bajo una licencia internacional Creative Commons Atribución 4.0.
