A comparison study of alternative conceptions on impetus theory and projectile motion of adolescents with typical development and high functioning autism spectrum disorder

ABSTRACT

The aim of the present study is to explore on the alternative conceptions of impetus theory and projectile motion of students with high functioning autism spectrum disorders and compare them with those of typical development. For this purpose, an experimental investigation was conducted with 19 students with high-functioning autism (age range: 12–16 yrs) and 55 typically development students (age range: 12–16 yrs). The two study groups were equivalent on both sex and non-verbal mental age. Drawing from theoretical approaches that emphasise the study of prior knowledge on the learning process, a structured, computerised tool was developed to explore the alternative conceptions of students with autism (T.E.A.I.A.). Research findings suggest that students with high-functioning autism use the same alternative conceptions with those used by students of typical development, on a different frequency thought. Moreover, they adopt impetus theory at a rate that is statistically different from that of typical development students. Findings of the current research study are likely to contribute to the basis for teaching projectile motion to students with autism spectrum disorder.

KEYWORDS:

• Science education
• alternative conceptions
• impetus theory
• autism spectrum disorder

Disclosure statement

No potential conflict of interest was reported by the author(s).

Correction Statement

This article has been republished with minor changes. These changes do not impact the academic content of the article.

Notes

1 DSM-5 is the fifth edition of the handbook published by American Psychiatric Association as the authoritative guide to the diagnosis of mental disorders.

2 In the text the word ‘force’ is used on the context of impetus theory and not with its scientifically accepted meaning.

3 WISC-III is the third edition of Wechsler Intelligence Scale for Children, an individually administered intelligence test which measures child’s general intellectual ability.

4 K.E.D.D.Y. is the Greek name that stands for the Centre for Differential Diagnosis Assessment and Support of students with Special Educational Needs.

5 It should be noted that in HFASD group a percentage of +/- 5% corresponds to one student.

6 It should be noted that in HFASD group a percentage of +/- 5% corresponds to one student.