In the Faculty of Physics of the Autonomous University of Puebla, have been several attempts to reduce the dropout logistics and improve student learning in introductory physics. The results we reported here correspond to an academic strategy: an expert in theoretical physics gave the keynote address by Newtonian mechanics, and four teachers taught in groups, solving problems. To ascertain the degree of coherence that students achieved at the end of the course in Newtonian ideas, we used the multiple choice test, Force Concept Inventory (FCI), with spaces to explain the ideas that led them to select the answer. The percentages "real" students are on the right options and the right not be validated by explanations. A comparison of results obtained from students who are not accredited course and showing, it was found that both groups of students advancing to knowledge Newtonian proved equally low.