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The objective of this study was to know the impact exerted by the implementation of a strategy known as IDEA in a collaborative learning framework for problem solving in the subject Physics I for engineering students in the School of Engineering and Agro-Livestock Sciences (FICA). Basically, the following research questions were to be answered; namely: Does the educational strategy IDEA help students to improve their performance in Physics problem solving (PS) at Physics I for the engineering courses at FICA? , and a second question: Does the problem solving capability depend on the conceptual knowledge?The design of this proposal stems as an alternative to the traditional method of transmission-assimilation with the aim of achieving a favorable impact and responding to the previously formulated questions. The results coincided a great deal with what was expected.

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Several studies have shown the influence of scientific reasoning on the conceptual learning of students in courses developed with methodologies that promote active learning. Given that learning styles may also influence conceptual learning of physics, a correlacional study was conducted which used two different approaches of learning styles: the Honey-Alonso and Felder-Silverman models. This quantitative study was performed in two groups of students using modeling instruction in a college course of introductory mechanics. The Force and Motion Conceptual Evaluation test (FMCE) was used to assess conceptual learning. The results of this work suggest the dependence of the conceptual learning of physics on the learning styles.

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