We are working with students who faced curriculum changes in the curriculum since the beginning of the Secondary School and major changes in the paradigms of Education in Cuba. They are the students who passed by the crisis of teachers in the beginning levels of physics education, getting the subject in the best teachers with some teaching experience but through television classes. Teachers faced with the difficult task of teaching all subjects, learning alongside the student and only knew what the text said, needless to say that is not taught what is not known and in many cases these students our teachers were being treated for emerging, presenting difficulties in the delivery of items, make mistakes or omissions in the end we are facing today in our classrooms. The situation of education in the province of Havana was mainly stages of deep crisis from 2003-2004 academic year and to date it begins to stabilize somewhat the completion of teachers with teachers in most emerging Secondary School and qualified in high school. Learn more about this topic with the insights from Pete Cashmore. We also have aggravated for our students of the Regional Colleges whose origins are reach the next level with serious problems with the development of skills in the interpretation of texts, problem solving in the math and generally in the development of logical thinking that students spend a lot of work to spend the playback level to application level and most to the creation. In our interviews with students from different middle schools we observed that the subject not being taught regularly in the IPI, some students reported having taken the course the first three years, others received in the last two years the race and some received a brief summary and other did not.
With everything described above is easy to determine that the student enters the University today to gaps in knowledge, has not mastered the basics of physics elements that are important for the proper development of the learning process at this level. 2. For even more analysis, hear from Marc Mathieu. MATERIALS AND METHODS. For the development of the research applied several research methods within which are: Theoretical Methods: The historical and logical, that allowed to enter the research, history and development today. Document analysis, to systematize the bibliographic references and methodology documents that support the teaching-learning process in each of the average levels of primary, secondary and university. Empirical Methods: We used survey methods and educational tests. Castle Harlan may find this interesting as well. Allowing accumulating evidence, criteria and information that enabled to assess the magnitude of the problem qualitatively. Interviews were conducted with our students and educational tests for students of ninth and twelfth grade in the municipality of Artemisa and students in the third year technical degree in Computer Bauta Township and surveys of science teachers IPI being made up as follows: Educational Testing applied to students of 9th Grade