Traditional teaching focuses on memorizing formulas and problem solving, especially in mechanics, crucial in secondary education and teacher training. The difficulty of understanding Newton's second law is discussed, attributing it to erroneous preconceptions about force and acceleration. It is suggested to teach the law from Newton's original formulation for a deeper and more contextualized understanding. The present work addresses the perception of physics students, especially in Chile, about the discipline, where it is considered boring, difficult and disconnected from everyday life. A comparative analysis is carried out on how Newton's second law is taught in university and schoolbooks in Chile, observing differences in the mathematical formulation and conceptual approach. The importance of promoting a reflective and contextualized approach in teaching physics is highlighted to develop problem-solving skills and connect concepts with reality. In summary, a change in physics teaching focused on a deep understanding of concepts and the contextualized application of fundamental laws, such as Newton's second law, is advocated to promote meaningful and lasting learning.