Supporting eighth-grade pupils’ understanding of hydrostatic pressure with inquiry-based activities
DOI:
https://doi.org/10.36681/tused.2025.034Keywords:
Educational design research, hydrostatic pressure, inquiry-based activities, learning trajectoryAbstract
This study aims to facilitate and implement inquiry-based exercises in the domain of hydrostatic pressure within the subject of physics education. The design research method was used to support eighth-grade pupils at Palembang State Middle School by developing inquiry-based activities on hydrostatic pressure. Three stages–experimental preparation, classroom experiments (pilot experiments and teaching experiments, and retrospective analysis–were carried out to formulate pupil learning trajectories. Pupils were expected to form the hypothesis that the dam walls are designed to increase the thickness of deeper wall or dam. They then created and conducted an experiment using appropriate tools and materials. The data collected were graphed and the graph was used to determine whether the hypothesis had been proven true. Finally, pupils applied their understanding of hydrostatic pressure and to given problems. Findings demonstrated significant improvements in pupils' conceptual understanding, experimental skills, and problem-solving abilities. Generally, students were able to accurately describe the relationship between hydrostatic pressure and the depth and density of the liquid, as evidenced by their correct interpretation of experimental data and graphical representations. The results also can be used to implement inquiry-based activities with a broader planned learning trajectory, and as a pioneer of further research across different learning contexts.
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