<p>This article shows the results from a guided research aiming at identifying the changes generated in ninth grade students’ scientific culture from Rafael Reyes Technical and Industrial Institute located in Duitama by the application of a physics problem resolution didactic proposal. Scientific culture dimensions take into account the theoretical framework by Daniel Gil, Organization of Ibero-American States for Education, Science and Culture, National Education Ministry (Colombia). They are conceptual appropriation, attitudes towards the nature of science and technology and<br>participation in collective processes and public discussions. Qualitative and quantitative analyses show students and teacher’s conceptual, attitudinal and epistemological changes due to the required interaction spaces between the most remarkable participants in the scientific education: student, teacher and scientific knowledge.</p>