Abstract

This paper shows the effectiveness of an intervention program for the development of cognitive strategies for meaningful learning from the General Physics I with students in Civil Engineering from the University of Bío Bío, Concepción, Chile. The program was designed from a pilot study which sought to establish the cognitive profile and a model predictor of academic, success or failure of new students to the university in terms of these variables. From these results it was established designs and produces an intervention program to consider the methodological renewal that favors the organization and transfer of knowledge, which is achieved through the use the use of active methodology, and concept maps, Uve of Gowin. The program seeks to develop in college students learning strategies for deep and elaborative processing and formal scientific reasoning that can build meaningful learning in a more responsible and autonomous way. The results show that students who participate in the intervention, improve strategies significantly information processing, level of scientific reasoning, academic performance and the kind of learning that evolve from a superficial approach to Mechanical learning to one elaborative deep and meaningful learning.