Students’ conceptual difficulties in hydrodynamics

Suárez, Álvaro; Kahan, Sandra; Zavala, Genaro; Martí, Arturo C.

doi:10.1103/physrevphyseducres.13.020132

Cited by 31 publications

(33 citation statements)

References 16 publications

(26 reference statements)

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“…Even the physics of ideal fluids has revealed misconceptions, and difficulties encountered by students in classical hydrodynamics (Bernoulli's equation) have been reported in detail [57]. This paper corroborates several misconceptions on pressure and velocity in ideal fluids and naive interpretations of Bernoulli's equation, and includes a valuable (though incomplete) bibliography.…”

Section: Work In Progress In Learning and Teaching Fluid Mechanicssupporting

confidence: 67%

“…Another example developed in [57] refers to the flow of liquids in a contraction; a common misconception claims that the greater the velocity is, the greater the pressure will be. Several studies indicate that, for students, either liquids are compressible or pressure is a force and force is linked to velocity and not to acceleration, a typical misconception in the FCI.…”

Section: Targeted Conceptsmentioning

confidence: 99%

“…In fluid mechanics, literature on teaching, formative assessment, remedial instruction, and tools are expanding much more than excepted. It has been reported that concepts from pressure and fluid statics [57,[60][61][62][63][64][65], to Archimedes' principle [66], to Bernoulli's law often lead to misunderstandings [67][68][69][70][71][72]. To combat such misconceptions, various studies have developed approaches such as CFD instrumentation, e-learning, experimental hands-on implementation, interview analyses, student engagement, and interactive learning techniques, among others [73][74][75][76][77][78][79][80].…”

Section: Work In Progress In Learning and Teaching Fluid Mechanicsmentioning

confidence: 99%

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Forty Years’ Experience in Teaching Fluid Mechanics at Strasbourg University

Huilier

2019

Fluids

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A summary of the personal investment in teaching fluid mechanics over 40 years in a French university is presented. Learning and Teaching Science and Engineering has never been easy, and in recent years it has become a crucial challenge for curriculum developers and teaching staff to offer attractive courses and optimized assessments. One objective is to ensure that students acquire competitive skills in higher science education that enable them to compete in the employment market, as the mechanical field is a privileged sector in industry. During the last decade, classical learning and teaching methods have been coupled with hands-on practice for future schoolteachers in a specific course on subjects including fluid mechanics. The hands-on/minds-on/hearts-on approach has demonstrated its effectiveness in training primary school teachers, and fluids are certainly a nice source of motivation for pupils in science learning. In mechanical engineering, for undergraduate and graduate students, the development of teaching material and the learning and teaching experience covers up to 40 years, mostly on fluid dynamics and related topics. Two periods are identified, those prior to and after the Bologna Process. Most recently, teaching instruction has focused on the Fluid Mechanics Concept Inventory (FMCI). This inventory has been recently introduced in France, with some modifications, and remedial tools have been developed and are proposed to students to remove misconceptions and misunderstandings of key concepts in fluid mechanics. The FMCI has yet to be tested in French higher education institutions, as are the innovative teaching methods that are emerging in fluid mechanics.

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Section: Work In Progress In Learning and Teaching Fluid Mechanicssupporting

confidence: 67%

Section: Targeted Conceptsmentioning

confidence: 99%

Section: Work In Progress In Learning and Teaching Fluid Mechanicsmentioning

confidence: 99%

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Forty Years’ Experience in Teaching Fluid Mechanics at Strasbourg University

Huilier

2019

Fluids

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“…Ada beberapa miskonsepsi utama yang dialami siswa pada konsep prinsip bernoulli yaitu kecepatan aliran fluida sebanding dengan tekanannya atau semakin besar kecepatan fluida maka semakin besar tekanannya dan debit aliran fluida (v) berbanding terbalik dengan luas penampang pipa (Recktenwald et al, 2010;Saputra et al, 2020;Suarez et al, 2017). Beberapa hasil penelitian menjelaskan alasan terjadi-nya miskonsepsi pada konsep tersebut yaitu siswa beranggapan bahwa tekanan sama dengan gaya sehingga mereka kemudian menghubungkan konsep gaya dengan kecepatan dari percepatan (Saputra et al, 2020).…”

Section: Pendahuluanunclassified

Pengembangan multimedia interaktif dalam membantu pembelajaran fisika di era Covid-19

Santhalia

Sampebatu

2020

jipi

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Pendemi covid 19 mengharuskan semua jenjang pendidikan melakukan pembelajaran daring. Akan tetapi banyak pendidik yang masih kesulitan dalam memilih dan menggunakan platform yang sesuai dengan pembelajaran fisika terutama pada materi prinsip bernaoulli. Upaya untuk mengatasi hal tersebut salah satunya melalui pemanfaatan media pembelajaran yang bersifat audio visual dalam bentuk multimedia interaktif. Tujuan dari penelitian pengembangan ini adalah mengembangkan multimultimedia interaktif fisika pokok bahasan prinsip bernoulli. Penelitian pengembangan ini menggunakan model pengembangan 4D. Pengumpulan data dilakukan dengan menggunakan instrumen berupa kuesioner dan soal tes pemahaman konsep terhadap 36 siswa kelas XI MIPA 2 di SMA Katolik Rajawali Makassar. Untuk mengukur tingkat pemahaman konsep siswa dilakukan dengan membandingkan hasil pretes dan posttes. Instrumen tes yang digunakan berupa tes uraian. Hasil validasi ahli menunjukan bahwa multimedia pembelajaran yang dikembangkan layak untuk di uji coba. Hasil Uji coba menunjukkan bahwa multimedia pembelajaran yang kembangkan sangat praktis dan layak digunakan. Sedangkan untuk kemampuan pemahaman konsep siswa mengalami peningkatan yang ditunjukan dengan nilai N-gain yang diperoleh mencapai 0,50 yang berada dalam kategori medium atas. Hal ini berarti bahwa multimedia pembelajaran yang dikembangkan secara efektif dapat meningkatkan pemahaman konsep fisika siswa. Penelitian lanjutan diharapkan dapat mengembangkan multimedia interaktif pada materi lainnya sehingga banyak tersedia multimedia pembelajaran interaktif yang dapat digunakan oleh siswa untuk meningkatkan pemahaman konsep fisika siswa. AbstractCOVID 19 requires all levels of education to do online learning. However, many educators still find it challenging to choose and use a platform suitable for learning physics, especially in Bernoulli's principle. One of the efforts to overcome this is to use audiovisual learning media in interactive multimedia. This development research aims to develop interactive multimedia subject matter of the Bernoulli principle. This development research uses the 4D development model. In this research, the development stage is limited to the development stage because of time and cost limitations. Data were collected using instruments in the form of questionnaires and concept understanding test questions on 36 students of class XI MIPA 2 at Catholic High School Rajawali Makassar. To measure the level of understanding of student concepts is done by comparing the pretest and post-test results. The test instrument used was a description test. The results of expert validation show that advanced learning multimedia is worthy of a trial. The trial results show that the developed learning multimedia is efficient and feasible to use. As for the ability to understand, the concept of students has increased as indicated by the value of N-gain obtained reached 0.50, which is in the medium category. This means that multimedia learning developed effectively can improve students' understanding of physics concepts. Further research is expected to create interactive multimedia on other materials. That way, there are many interactive learning multimedia available that students can use to improve students' understanding of physics concepts.

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“…Difficulties related to Archimedes' principle have been revealed by Loverude et al (2003), Wagner et al (2013), and Kusairi et al (2020). In the context of dynamic fluid, Suarez et al (2017) revealed students' failure to integrate the continuity equation and Bernoulli's law. This indicates that facilitating students to master essential concepts of fluid is not an easy matter.…”

Section: Introductionmentioning

confidence: 99%

The Effectiveness of Web-Based Recitation Program on Improving Students’ Conceptual Understanding in Fluid Mechanics

Diyana

Sutopo

Sunaryono

2020

JPII

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A web-based recitation program has been developed to improve students’ conceptual understanding of some fundamental concepts of fluid mechanics. The program consists of multiple-choices conceptual questions followed by immediate feedback for each option. This study aimed to examine the effectiveness of the program and whether the program can be used by students without any assistance of instructor. If it is the case, the program could be used by instructor to serve recitation program outside the classroom. To address the objectives, this study employed a non-randomized control group pretest-posttest design involving three groups of students. The first group (E-1) used the program accompanied by teaching assistant, the second group (E-2) used the program by his/herself without assistance, and the third group (C) learned by his/herself without the program. The study involved 73 students enrolling the introductory physics course in physics education department, State University of Malang, as the subject. The effectiveness of the program was analyzed by comparing N-gain scores of the three groups and the responses of the E-1 and E-2 students to the program. Pretest was administered after the three groups of students have learned fluid mechanics through regular lecture sessions, and the posttest was administered after the E-1 and E-2 groups have finished learning with the help of the program. The results showed that the N-gain of group E-1, E-2, and C was 0.51 (upper medium), 0.58 (upper medium), and 0.12 (low), respectively. The ANOVA test showed that the three N-gain values were statistically different (p = 0,000). The LSD post hoc test showed that the N-gain of group C was significantly different from that of group E-1 and E-2 (p=0.000), whereas the N-gain between group E-1 and E-2 was not significantly different (p=0.244). It can be concluded that the web-based recitation program was effective to improve the students’ conceptual understanding of fluid mechanics and can be used equally well with or without direct assistance from instructor or teaching assistant. The students that used the program also gave quite positive responses to the program, that the program could help them to reflect on the appropriateness of their understanding, was easy to use, and had attractive features.

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Students’ conceptual difficulties in hydrodynamics

Cited by 31 publications

References 16 publications

Forty Years’ Experience in Teaching Fluid Mechanics at Strasbourg University

Forty Years’ Experience in Teaching Fluid Mechanics at Strasbourg University

Pengembangan multimedia interaktif dalam membantu pembelajaran fisika di era Covid-19

The Effectiveness of Web-Based Recitation Program on Improving Students’ Conceptual Understanding in Fluid Mechanics

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