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