The objective of this research is to investigate the problem of the attitude toward science teaching in the face of a differentiated didactic experience with a focus on the CTSA perspective. The research admits as a conjecture the fact that the diversity of proposed activities, in particular, a visit to a Small Hydropower Plant, has the attitudinal potential expected by the teacher / researcher. The theoretical supports of the research are contributions of the constructivist epistemology, the curricular emphasis known as CTSA, in addition to being based on the literature on attitude, in general, and on research on the relation between attitude and teaching of sciences. Through semi-structured interviews, using a qualitative research framework, the most outstanding impressions of five selected students are recorded. Teaching observations are also considered relevant. The verbal and behavioral manifestations, evidenced through the students' speech in the interview and during the application of the proposal, are considered effective criteria in the attitude evaluations. Data analysis allowed us to identify a positive attitude towards didactic intervention and to select pertinent aspects: technical visit / contextualization, autonomy, experiments, history, learning and the dynamics of the material. In this sense, it is possible to say that the proposal, mainly due to its didactic structure, was attitudinally relevant.