摘要：This research examined if there were changes of attitude in postgraduate students that take part in a module of statistics applied to research. The author investigated if the students developed more positive attitudes towards statistics after the development of the module using a specific didactic strategy. The results reveal that the development of activities that allow the design of didactic configurations, didactic paths, epistemic paths and paths of mediation having as a central axis the construction of the statistical knowledge -the construction of statistical knowledge on behalf of the students-, generates more significant learning and more positive attitudes towards statistics. These conclusions have important implications to prepare graduate students to develop their theses or research projects.
