Abstract: This project aims to determine the beliefs of distance education students about chemistry and its difficulties. This study offer inputs to the professors of Chemical Sciences for Engineering of the School of Exact and Natural Sciences of UNED, Costa Rica. Distance education is not a traditional methodology for teaching chemistry, and considering the mechanisms of communication and interaction with students in this education system, it is necessary to develop research that allows a better understanding about what influences academic performance of students, including individual and social factors. This study has a mixed (qualitative-quantitative) approach, and it is based on a theoretical position of analogical cognitive sciences and constructivism. It will works with a semi-open questionnaire to inquire about the beliefs of students elaborated in a categorical system. The results will allow the development of better strategies to motivate students to study chemistry, to avoid a negative view of this science, as well as to develop improvements in education processes |