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.

中文翻译：

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使用序列综合问题调查初学教师的流体动力学概念

我们使用顺序综合问题来调查新手教师在流体动力学中的概念困难。来自全国各地、任职时间不超过2年的21名中学物理新教师参加了本次研究。每个参与者都完成了一个由四个问题组成的书面流体动力学问题，所有这些问题都与水在不同横截面、高度和方向的不均匀长管中流动的情况有关。对教师书面表演的分析暴露了一些错误。为了进一步调查他们对流体动力学的基本概念，我们从那些在笔试中出现此类错误的人中随机挑选了 13 名教师进行了一对一访谈。访谈揭示了我们的新手教师在流体动力学方面的三大类错误。这些与 (a) 本体论混淆和误用与固体、液体和气体相关的属性有关；(b) 对力-运动和工作-能量分析的认知不足；(c) 对伯努利方程的性质及其量的错误描述。在这里，我们不仅复制了一些文献报道的误解，而且还揭示了物理教师持有的关于流体动力学的新本体论概念，物理教师是这一主题的研究不足的人群。(c) 对伯努利方程的性质及其量的错误描述。在这里，我们不仅复制了一些文献报道的误解，而且还揭示了物理教师持有的关于流体动力学的新本体论概念，物理教师是这一主题的研究不足的人群。(c) 对伯努利方程的性质及其量的错误描述。在这里，我们不仅复制了一些文献报道的误解，而且还揭示了物理教师持有的关于流体动力学的新本体论概念，物理教师是这一主题的研究不足的人群。