New Perspectives in Science Education

The science education poses the challenge of achieving a minimum motivation in students. There is a threshold in the two basic elements comprising the motivation: interested in learning and commitment to invest time and effort demanded by the demands of higher education. The student who does not reach that threshold, is destined to join the long list of deserters. In studies of engineering the most significant defection occurs in the first leg of the race, it means when the students are  studying in the basic subjects common to all disciplines, mathematics and physics.

The objective of this work is to present some instructional strategies that have proven to be effective to increase the motivation of students, and awaken interest in learning physics and math and induce them available to study these difficult matters that normally do not perceive sufficiently as beauty and usefulness. Show the harmonic consistency of mathematical algorithms and the subtlety of the physical reasoning, as. the aesthetic of both Sciences dimension, as well as applications in the resolution of problems that arise in everyday phenomena, is the key to achieve the objective of reducing the dropout. The student must perform cognitive operations such as relate to their previous knowledge and experiences with the new knowledge. This activity of the student is important, but teaching strategies are required to enable it to attain an adequate appropriation at the level of abstraction for application in diverse contexts. It is desirable that the student contribution in the process of learning their own perception and put on the Workbench sensitivity and imagination to reflect on the built-in and formulate questions that new knowledge should bring out. To develop creative minds it is more important to know to formulate problems that resolve them, especially in the first section of graduate studies. These considerations should be cause for introspection of the teacher to review its own management as essential tool in the teaching-learning process.

This paper presents teaching strategies, classroom experiences and coordinating the work of auxiliary-born and tutors peers in courses for admission to the careers of engineering course at the Facultad Regional Delta of the University Technological National. These strategies for problems of physics and mathematics are:-proposal of qualitative issues and determination of the sensitivity of the results to changes in the numerical values. Qualitative analysis of consistency of partial results-registration of the production of the student at the end of each class.