Actitudes que propician el aprendizaje de la Química en estudiantes universitarios conforme avanzan en la carrera

AbstractAiming to evaluate the attitudes to Chemistry from students of first, third and fifth semester of the Clinical Biological Chemist and Food Chemist of the University of Sonora, 300 tests were applied to compare the position adopted by the students as their professional education goes on and recognize the factors that promote positive or negative attitudes to the Chemistry. Negativity and positivity criteria were settled according to Likert Scale, where categories “Very Possitive”, “Indifferent”, “Positive”, “Negative” and “Very Negative”, corresponds to the punctuation ranges of 50 to 42, 42 to 34, 34 to 26,26 to 18 and 18 to 10, respectively for the positive items, and conversely the negative ones. The reliability of the instrument was 0.763, according to the Cronbach’s Alpha. Arithmetic means of 37.33 and 21.20 points were found for first semester students, 40.37 and 17.23 point for third semester students and 39.21 and 18.68 for the fifth semester students. This reflected a mild improvement on the attitude of the third semester students and, conversely, it was found a slight diminish on the attitude of fifth semester students, influenced positively by fondness to chemistry and lab work, and negatively by teaching methodology, distraction, the inability to recognize the daily application of this science and the disorganization on team work