Using sequential synthesis problems to investigate novice teachers’ conceptions of hydrodynamics

We used a sequential synthesis problem to investigate novice teachers’ conceptual difficulties in hydrodynamics. Twenty-one new secondary level physics teachers from various regions of China, who had been in service for no more than 2 years, participated in the study. Each participant completed a wr...

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Autores principales:	Zehao Jia, Lin Ding, Ping Zhang
Formato:	article
Lenguaje:	EN
Publicado:	American Physical Society 2021
Materias:	Special aspects of education LC8-6691 Physics QC1-999
Acceso en línea:	https://doaj.org/article/a1dc825b7d19428db84feb646c5b6db6
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spelling	oai:doaj.org-article:a1dc825b7d19428db84feb646c5b6db62021-12-02T16:00:13ZUsing sequential synthesis problems to investigate novice teachers’ conceptions of hydrodynamics10.1103/PhysRevPhysEducRes.17.0101422469-9896https://doaj.org/article/a1dc825b7d19428db84feb646c5b6db62021-06-01T00:00:00Zhttp://doi.org/10.1103/PhysRevPhysEducRes.17.010142http://doi.org/10.1103/PhysRevPhysEducRes.17.010142https://doaj.org/toc/2469-9896We used a sequential synthesis problem to investigate novice teachers’ conceptual difficulties in hydrodynamics. Twenty-one new secondary level physics teachers from various regions of China, who had been in service for no more than 2 years, participated in the study. Each participant completed a written hydrodynamics problem consisting of four questions, all of which were related to a situation about water flowing in a long, nonuniform tube of different cross sections, heights, and orientations. Analysis of the teachers’ written performances exposed a number of errors. To further investigate their underlying notions about hydrodynamics, we conducted one-on-one interviews with 13 teachers selected randomly from those making such errors on the written test. The interviews revealed three major categories of errors about hydrodynamics held by our novice teachers. These relate to (a) ontological confusions and misuse of properties associated with solid, liquid, and gas; (b) deficient perceptions of force-motion and work-energy analysis; and (c) mischaracterizations about the nature of Bernoulli’s equation and the quantities therein. Here, we not only replicated some of the literature-reported misconceptions but also uncovered new ontological notions of hydrodynamics held by physics teachers, an underresearched population on this topic.Zehao JiaLin DingPing ZhangAmerican Physical SocietyarticleSpecial aspects of educationLC8-6691PhysicsQC1-999ENPhysical Review Physics Education Research, Vol 17, Iss 1, p 010142 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	Special aspects of education LC8-6691 Physics QC1-999
spellingShingle	Special aspects of education LC8-6691 Physics QC1-999 Zehao Jia Lin Ding Ping Zhang Using sequential synthesis problems to investigate novice teachers’ conceptions of hydrodynamics
description	We used a sequential synthesis problem to investigate novice teachers’ conceptual difficulties in hydrodynamics. Twenty-one new secondary level physics teachers from various regions of China, who had been in service for no more than 2 years, participated in the study. Each participant completed a written hydrodynamics problem consisting of four questions, all of which were related to a situation about water flowing in a long, nonuniform tube of different cross sections, heights, and orientations. Analysis of the teachers’ written performances exposed a number of errors. To further investigate their underlying notions about hydrodynamics, we conducted one-on-one interviews with 13 teachers selected randomly from those making such errors on the written test. The interviews revealed three major categories of errors about hydrodynamics held by our novice teachers. These relate to (a) ontological confusions and misuse of properties associated with solid, liquid, and gas; (b) deficient perceptions of force-motion and work-energy analysis; and (c) mischaracterizations about the nature of Bernoulli’s equation and the quantities therein. Here, we not only replicated some of the literature-reported misconceptions but also uncovered new ontological notions of hydrodynamics held by physics teachers, an underresearched population on this topic.
format	article
author	Zehao Jia Lin Ding Ping Zhang
author_facet	Zehao Jia Lin Ding Ping Zhang
author_sort	Zehao Jia
title	Using sequential synthesis problems to investigate novice teachers’ conceptions of hydrodynamics
title_short	Using sequential synthesis problems to investigate novice teachers’ conceptions of hydrodynamics
title_full	Using sequential synthesis problems to investigate novice teachers’ conceptions of hydrodynamics
title_fullStr	Using sequential synthesis problems to investigate novice teachers’ conceptions of hydrodynamics
title_full_unstemmed	Using sequential synthesis problems to investigate novice teachers’ conceptions of hydrodynamics
title_sort	using sequential synthesis problems to investigate novice teachers’ conceptions of hydrodynamics
publisher	American Physical Society
publishDate	2021
url	https://doaj.org/article/a1dc825b7d19428db84feb646c5b6db6
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_version_	1718385290747314176

Using sequential synthesis problems to investigate novice teachers’ conceptions of hydrodynamics

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