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For this study, we compared the attitudes and beliefs about science ofphysical science (physics and mathematics) and life science (biochemistry andbiology) students at the beginning of their university degrees using the CLASS(Colorado Learning Attitudes about Science Survey) tool. It is worth notingthat both groups of students received similar physics courses during theirhigh-school education. Through a detailed analysis of the different categoriesof the test, we examined the differences in performance in each of the areasthat make up the questionnaire. Among other aspects, we found that aconsiderable percentage of life science students (higher than that of physicalscience students) adopted a novice type of behavior in problem solving.Finally, we discussed the possible causes of the differences found and theirimplications for teaching.

Differences in the attitudes and beliefs about science of students in the physics-mathematics and life sciences areas and their impact on teaching