This study analyzes teachers’ perceptions of the teaching of vector physics and statics in engineering leveling courses, with the aim of identifying methodological and conceptual limitations that hinder the development of fundamental competencies at this formative stage. A quantitative field-based research design was adopted, using a structured questionnaire administered to physics instructors involved in the leveling program at the Universidad Nacional de Chimborazo (UNACH), Ecuador. The instrument assessed four dimensions: diagnosis of the educational process, mastery of vector physics content, mastery of statics, and knowledge of the Problem-Based Learning (PBL) approach. The results reveal a strong predominance of traditional teaching methods, limited integration between theory and practice, and scarce use of active, student-centered strategies. Although most instructors report solid disciplinary knowledge, the findings indicate difficulties in contextualizing physics concepts and connecting them to real engineering applications. Despite these limitations, teachers express a positive perception of PBL and recognize its potential to enhance conceptual understanding, student engagement, and the development of problem-solving skills relevant to engineering education. The study concludes that, from the perspective of instructors, PBL represents a potentially viable and promising pedagogical alternative for redesigning engineering leveling courses. These findings provide empirical insights that may inform instructional design decisions aimed at improving introductory physics education in engineering programs.
Herrera-Perez et al. (Sun,) studied this question.