A Simple Experiment to Expose Misconceptions About the Bernoulli Equation

Recktenwald, Gerald; Edwards, Robert; Howe, Douglas G.; Faulkner, J. Earl

doi:10.1115/imece2009-10964

Cited by 6 publications

(5 citation statements)

References 9 publications

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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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Section: Pendahuluanunclassified

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

Santhalia

Sampebatu

2020

jipi

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“…On the other hand, students' understanding of ideal fluid hydrodynamics has received less attention. Studies in existing literature mainly relate to the application of Bernoulli's equation and the results that might derive from it [7][8][9][10].…”

Section: Introductionmentioning

confidence: 99%

Students’ conceptual difficulties in hydrodynamics

Suárez¹,

Kahan

Zavala

et al. 2017

Phys. Rev. Phys. Educ. Res.

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We describe a study on the conceptual difficulties faced by college students in understanding hydrodynamics of ideal fluids. This study was based on responses obtained in hundreds of written exams and oral interviews, which were held with first-year Engineering and Science university students. Their responses allowed us to identify a series of misconceptions unreported in the literature so far. The study findings demonstrate that the most important difficulties arise from the students' inability to establish a link between the kinematics and dynamics of moving fluids, and from a lack of understanding regarding how different regions of a system interact.

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“…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%

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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A Simple Experiment to Expose Misconceptions About the Bernoulli Equation

Cited by 6 publications

References 9 publications

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

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

Students’ conceptual difficulties in hydrodynamics

Forty Years’ Experience in Teaching Fluid Mechanics at Strasbourg University

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