نوع مقاله : مقاله پژوهشی
نویسندگان
1 خیابان شهید شعبانلو دانشگاه تربیت دبیر شهید رجایی دانشکده علوم پایه گروه فیزیک
2 گروه فیزیک، دانشکده علوم پایه، دانشگاه تربیت دبیر شهید رجایی، تهران
3 دبیر علوم و فیزیک شهرستان محلات، استان مرکزی
چکیده
کلیدواژهها
عنوان مقاله [English]
نویسندگان [English]
Purpose:
The purpose of this study was to investigate tenth-grade students’ misconceptions regarding Bernoulli’s principle and to examine the extent to which conceptual instruction supported by laboratory-based demonstrations can reduce these misunderstandings compared to traditional lecture-based teaching. Although Bernoulli’s principle is one of the fundamental concepts of fluid dynamics and appears frequently in secondary physics curricula, research shows that many students hold persistent misconceptions related to pressure, fluid speed, and energy conservation. Therefore, this study aimed not only to measure students’ achievement but also to diagnose the conceptual difficulties that commonly arise during instruction.
Method:
This research employed a quasi-experimental methodology using the Solomon four-group design, which allows researchers to control for potential pre-test sensitization while simultaneously comparing instructional effects across multiple conditions. The statistical population included all tenth-grade science and mathematics students in Mahallat city, and a sample of 103 students was selected through cluster sampling. Participants were randomly assigned to two experimental and two control groups. The experimental groups received conceptual teaching supported by hands-on laboratory demonstrations that visualized key aspects of Bernoulli’s principle, while the control groups were taught through a traditional lecture-based approach. A teacher-made achievement test, validated by subject experts, served as the primary measurement tool. Data were analyzed using the Kolmogorov–Smirnov test for normality, two-way ANOVA, one-way ANOVA, and Scheffé post-hoc comparisons using SPSS.
Findings:
The results indicated that the distribution of the data was normal and that statistically significant differences existed among the four groups at the 5% significance level. Students in the experimental groups performed substantially better on the post-test than those in the control groups. Item-level analysis revealed that many misconceptions stemmed from students’ difficulty in distinguishing between static and dynamic pressure, misunderstanding the continuity equation, and incorrectly interpreting the inverse relationship between pressure and velocity in Bernoulli’s equation. The conceptual–experimental approach not only improved test scores but also contributed to a deeper conceptual restructuring.
Conclusion:
The findings demonstrate that conceptual instruction supported by laboratory experiments is highly effective in reducing misconceptions and promoting meaningful learning. These results highlight the need to revise and clarify the presentation of Bernoulli’s principle in the tenth-grade physics textbook. Furthermore, the study emphasizes the importance of equipping physics teachers with inquiry-based and experiment-centered teaching strategies to foster long-term conceptual understanding among students.
کلیدواژهها [English]
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