This work examines experienced learning students in secondary education, when different proposals for education (innovative and traditional) are implemented in the classroom. This work examines the influence and interrelatedness of the independent variables (moment: pre, post and delay; proposal of teaching: traditional and innovative and answer category) on the dependent variable represented by the probability that subjects use different conceptions. The results show that traditional teaching would not lead to substantial changes in the way students learn. As students with who implemented the proposal specifically designed this research experienced a gradual change of the conceptual model used to explain the vision and the implicit principles that guide the way that conceived the phenomenon.