Innovation in physics teaching/learning for the formative success in introductory physics for bio area degrees: The case of fluids

Physics course for student in scientific degrees in the bio-areas is a multidimensional problem, mainly concerning the acquisition by students of a functional understanding of physical concepts. This task require a strong revision of approaches and angles of attack to physics concepts, topics to be faced, context close to the bio area where physics can be problematized and offered to students as a useful tools for their future study and job. Design Research based intervention modules were studied in the last two years, taking into account the above mentioned aspects, for degrees in the University of Udine of Agricultural Science and Technology, Environmental and Nature Sciences and Technology, Oenology, Science of foods and Biotechnology. The three courses involved two cohorts (2014/15 and 2015/16) respectively of 356 and 522 students. Each course covers the classical physics and consists of three modules. Phys of fluids is here selected as topic characterizing in different way the professional education of student in such degrees. The characteristic of the intervention module on fluids exemplify the approach followed, testing the effectiveness documenting the students’ learning outcomes. A positive general trend emerges in the average students learning outcomes, indicating the effectiveness of the proposals. In particular the engagement of students in analyzing questions typically evidenced as learning problems is effective not only to overcome that specific aspect, but also to face new situations. The more problematic aspects for 10-30% of students regarded: the concepts of pressure and the Pascal principle, the passage from static to dynamic situations. The management of math for that kind of students is critical as well as the confidence with the validity range of a physical law.