Introducing discrepant experiments for understanding Bernoulli's principle in the classroom

Abstract

This paper presents an investigation in general physics teaching in which the Bernoulli hydrodynamic equation is taught in three courses of engineering students with an active method that incorporates the use of discrepant experiments. To determine the learning of such an equation, we used the pre/post-test with a test on the equation previously validated in the framework of the classical theory of the test. We analyzed the learning of the equation with the Hake gain indicating the modification of the method. Bao's evolution vectors are used to reveal the conceptual change in the operated and control population. The active method has been found to have higher returns than the traditional method at more than double the value. Furthermore, the Bao vectors reveal the group with active method had a better conceptual evolution than the control group.