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

References

• Alwan, A. (2011). Misconception of heat and temperature among physics students. Social and Behavioral Sciences, 12, 600–614. https://doi.org/10.1016/j.sbspro.2011.02.074
   Google Scholar
• American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.).
   Google Scholar
• Ashwin, C., Chapman, E., Howells, J., Rhydderch, D., Walker, I., & Baron-Cohen, S. (2014). Enhanced olfactory sensitivity in autism spectrum conditions. Molecular Autism, 5(1), 53. https://doi.org/10.1186/2040-2392-5-53
   PubMedGoogle Scholar
• Ausubel, D. (1968). Educational psychology: A cognitve view. Rinehart and Winston.
   Google Scholar
• Auyeung, B., Wheelwright, S., Allison, C., Atkinson, M., Samarawickrema, N., & Baron-Cohen, S. (2009). The children’s empathy quotient and systemizing quotient: Sex differences in typical development and in autism spectrum conditions. Journal of Autism and Developmental Disorders, 39(11), 1509–1521. https://doi.org/10.1007/s10803-009-0772-x
   PubMed Web of Science ®Google Scholar
• Aydeniz, M., Cihak, D., Graham, M., & Retinger, L. (2012). Using inquiry-based instruction for teaching science to students with learning disabilities. International Journal of Special Education, 27(2), 189–206.
   Google Scholar
• Baron-Cohen, S. (1997). Are children with autism superior at folk physics? In H. Wellman & K. Inagaki (Eds.), ‘The emergence of core domains of thought: Children’s reasoning about physical, psychological and biological phenomena’ (pp. 45–54). Jossey-Bass.
   Google Scholar
• Baron-Cohen, S., Richler, J., Bisarya, D., Gurunathan, N., & Wheelwright, S. (2003). The systemizing quotient: An investigation of adults with asperger syndrome or high-functioning autism, and normal sex differences. Philosophical Transactions of the Royal Society of London. Series B: Biological Sciences, 358(1430), 361–374. https://doi.org/10.1098/rstb.2002.1206
   PubMed Web of Science ®Google Scholar
• Baron-Cohen, S., Wheelwright, S., Spong, A., Scahill, V., & Lawson, J. (2001). Are intuitive physics and intuitive psychology independent? A test with children with Asperger syndrome. Journal of Developmental and Learning Disorders, 5, 47–78.
   Google Scholar
• Baron-Cohen, S., Wheelwright, S., Stone, V., & Rutherford, M. (1999). A mathematician, a physicist and a computer scientist with asperger syndrome: Performance on folk psychology and folk physics tests. Neurocase, 5, 475–483.
   Web of Science ®Google Scholar
• Binnie, L., & Williams, J. (2002). Intuitive psychological, physical and biological knowledge in typically developing preschoolers, children with autism and children with down’s syndrome. British Journal of Developmental Psychology, 20(3), 343–359. https://doi.org/10.1348/026151002320620361
   Google Scholar
• Binnie, L., & Williams, J. (2003). Intuitive psychology and physics among children with autism and typically developing children. Autism, 7(2), 173–193. https://doi.org/10.1177/1362361303007002005
   PubMed Web of Science ®Google Scholar
• Bliss, J., Ogborn, J., & Whiteclock, D. (1989). Secondary school pupils’ commonsense theories of motion. International Journal of Science Education, 11(3), 261–272. https://doi.org/10.1080/0950069890110303
   Web of Science ®Google Scholar
• Booth, R., & Happe, U. (2010). Hunting with a knife and … fork: Examining central coherence in autism, attention deficit/hyperactivity disorder, and typical development with a linguistic task. Journal of Experimental Child Psychology, 107(4), 377–393. https://doi.org/10.1016/j.jecp.2010.06.003
   PubMed Web of Science ®Google Scholar
• Brigham, F. J., Scruggs, T. E., & Mastropieri, M. A. (2011). Science education and students with learning disabilities. Learning Disabilities Research and Practice, 26(4), 223–232. https://doi.org/10.1111/j.1540-5826.2011.00343.x
   Web of Science ®Google Scholar
• Brown, D. E. (1989). Students’ concept of force: The importance of understanding Newton's third law. Physics Education, 24(6), 353–358. https://doi.org/10.1088/0031-9120/24/6/007
   Google Scholar
• Cantio, C., Jepsen, J., Madsen, G., Bilenberg, N., & White, S. (2016). Exploring the autism at a cognitive level. Autism Research, 9(12), 1328–1339. https://doi.org/10.1002/aur.1630
   PubMed Web of Science ®Google Scholar
• Capps, L., Losh, M., & Thurbar, C. (2000). ‘The frog ate his bug and made his mouth sad’: Narrative competence in children with autism. Journal of Abnormal Child Development, 28(2), 193–204. https://doi.org/10.1023/A:1005126915631
   PubMed Web of Science ®Google Scholar
• Chawarska, K., Macari, S., & Shic, F. (2013). Decreased spontaneous attention to social scenes in 6-month-old infants later diagnosed with autism spectrum disorders. Biological Psychiatry, 74(3), 195–203. https://doi.org/10.1016/j.biopsych.2012.11.022
   PubMed Web of Science ®Google Scholar
• Chia, N. (2011). Teaching Singaporean children with autism spectrum disorders to understand science concepts through Autistic Logic Analysis/Synthesis (ALA/S). Journal of the American Academy of Special Education Professionals, Spring-Summer, 2, 79–89.
   Google Scholar
• Cihak, D. (2011). Comparing pictorial and video modeling activity schedules during transitions for students with autism spectrum disorders. Research in Autism Spectrum Disorders, 5(1), 433–441. https://doi.org/10.1016/j.rasd.2010.06.006
   Web of Science ®Google Scholar
• Clement, J. (1982). Students’ preconceptions in introductory mechanics. American Journal of Physics, 50(1), 66–71. https://doi.org/10.1119/1.12989
   Web of Science ®Google Scholar
• Del Valle, P., McEachern, A., & Chambers, H. (2001). Using social stories with autistic children. Journal of Poetry Therapy, 14(4), 187–197. https://doi.org/10.1023/A:1017564711160
   Google Scholar
• Dilber, R., Karaman, I., & Duzgun, B. (2009). High school students’ understanding of projectile motion concepts. Educational Research and Evaluation, 15(3), 203–222. https://doi.org/10.1080/13803610902899101
   Google Scholar
• Driver, R. (1985). Cognitive psychology and pupils’ frameworks in mechanics. In P. Lijnse (Ed.), The many faces of teaching and learning mechanics in secondary and early tertiary education (pp. 227–233). GIREP/SVO/UNESCO.
   Google Scholar
• Driver, R., Guesne, E., & Tiberghien, A. (1985). Children’s ideas in science. Open University Press.
   Google Scholar
• Dunger, W. (2012). Could negative affect be ‘part’ of the ‘whole’ picture in weak central coherence? A study of weak central coherence and its relation to affect and autistic traits. The Plymouth Student Scientist, 5, 140–176.
   Google Scholar
• Eckstein, S., & Kozhevnikov, M. (1997). Parallelism in the development of children’s ideas and the historical development of projectile motion theories. International Journal of Science Education, 19(9), 1057–1073. https://doi.org/10.1080/0950069970190905
   Web of Science ®Google Scholar
• Enderstein, L., & Spargo, P. (1996). Beliefs regarding force and motion: A longitudinal and cross-cultural study of South African school pupils. International Journal of Science Education, 18(4), 479–492. https://doi.org/10.1080/0950069960180406
   Web of Science ®Google Scholar
• Field, A. (2013). Discovering statistics using IBM SPSS statistics (5th ed.). Sage.
   Google Scholar
• Fombonne, E. (1999). The epidemiology of autism: A review. Psychological Medicine, 29(4), 769–786. https://doi.org/10.1017/S0033291799008508
   PubMed Web of Science ®Google Scholar
• Galili, I., & Bar, V. (1992). Motion implies force: Where to expect vestiges of the misconception? International Journal of Science Education, 14(1), 63–81. https://doi.org/10.1080/0950069920140107
   Web of Science ®Google Scholar
• Gilbert, J. K., & Watts, D. M. (1983). Concepts, misconceptions and alternative conceptions: changing perspectives in science education. Studies in Science Education, 10(1), 61–98. https://doi.org/10.1080/03057268308559905
   Google Scholar
• Gilbert, J., & Zylbersztajn, A. (1985). A conceptual framework for science education: The case study of force and movement. European Journal of Science Education, 7(2), 107–120. https://doi.org/10.1080/0140528850070201
   Web of Science ®Google Scholar
• Groen, Y., Fuermaier, A., Heijer, D., Tucha, O., & Althaus, M. (2015). The empathy and systemizing quotient: The psychometric properties of the Dutch version and a review of cross-cultural stability. Journal of Autism and Developmental Disorders, 45(9), 2848–2864. https://doi.org/10.1007/s10803-015-2448-z
   PubMed Web of Science ®Google Scholar
• Iarocci, G., & McDonald, J. (2006). Sensory integration and the perceptual experience of persons with autism. Journal of Autism and Developmental Disorders, 36(1), 77–90. https://doi.org/10.1007/s10803-005-0044-3
   PubMed Web of Science ®Google Scholar
• Jimoyiannis, A., & Komis, V. (2003). Investigating Greek students’ ideas about forces and motion. Research in Science Education, 33(3), 375–392. https://doi.org/10.1023/A:1025457116654
   Web of Science ®Google Scholar
• Kaiser, M., Proffitt, D., & McCloskey, M. (1985). The development of beliefs about falling objects. Perception and Psychophysics, 38(6), 533–539. https://doi.org/10.3758/BF03207062
   PubMedGoogle Scholar
• Kaliampos, G. (2015). A small scale, quantitatively study on exploring alternative conceptions of mechanics in students with autism. Educational Journal of the University of Patras UNESCO Chair, 2(2), 110–119. https://doi.org/10.26220/une.3337
   Google Scholar
• Kaliampos, G., & Vavougios, D. (2018). The approach of simple mechanical phenomena in the field of autism spectrum disorders. Educational Journal of the University of Patras UNESCO Chair, 5(2), 81–88. https://doi.org/10.26220/une.2898
   Google Scholar
• Kaliampos, G., Verevi, A., Panagopoulou, A., Papalexopoulos, P., & Vavougios, D. (2017). Designing a database of research papers focused on teaching science to studenst with learning disabilities. Asian Journal of Education and e-Learning, 5(3), 95–102.
   Google Scholar
• Kim, I. (2012). Developmental changes of misconception and misperception of projectiles. Perceptual and Motor Skills, 115(3), 743–751. https://doi.org/10.2466/24.22.PMS.115.6.743-751
   PubMed Web of Science ®Google Scholar
• Klin, A. (2006). Autism and asperger syndrome: An overview. Revista Brasileira de Psiquiatria, 28(suppl 1), 3–11. https://doi.org/10.1590/S1516-44462006000500002
   PubMedGoogle Scholar
• Kozhevnikov, M., & Hegarty, M. (2001). Impetus beliefs as default heuristics: Dissociation between explicit and implicit knowledge about motion. Phychonomic Bulletin Review, 8(3), 439–453. https://doi.org/10.3758/BF03196179
   PubMed Web of Science ®Google Scholar
• Krajmer, P., Janosikova, D., Spajdel, M., & Ostatnikova, D. (2010). Empathizing, systemizing, intuitive physics and folk psychology in boys with asperger syndrome. Activitas Nervosa Superior Rediviva, 52(1), 57–61.
   Google Scholar
• Lattery, M. (2008). The long decay model of one-dimensional projectile motion. Science and Education, 17(7), 779–798. https://doi.org/10.1007/s11191-008-9140-z
   Google Scholar
• Lawson, J., Baron-Cohen, S., & Wheelwright, S. (2004). Empathizing and systemizing in adults with and without asperger syndrome. Journal of Autism and Developmental Disorders, 34(3), 301–310. https://doi.org/10.1023/B:JADD.0000029552.42724.1b
   PubMed Web of Science ®Google Scholar
• Lönnqvist, L., Loukusa, S., Hurtig, T., Mäkinen, L., Siipo, A., Väyrynen, E., Palo, P., Laukka, S., Mämmelä, L., Mattila, M.-L., & Ebeling, H. (2017). How young adults with autism spectrum disorder watch and interpret pragmatically complex scenes. The Quarterly Journal of Experimental Psychology, 70(11), 2331–2346. https://doi.org/10.1080/17470218.2016.1233988
   PubMed Web of Science ®Google Scholar
• Maloney, D. P. (1985). Rule-governed physics: Some novice predictions. European Journal of Science Education, 7(3), 295–306. https://doi.org/10.1080/0140528850070307
   Web of Science ®Google Scholar
• Mavropoulou, S. (2007). Social inclusion in the school and the transition to the workplace for people with autism: Theoretical issues and educational interventions. Graph Publications.
   Google Scholar
• McCloskey, M. (1983). Intuitive physics. Scientific American, 248(4), 122–130. https://doi.org/10.1038/scientificamerican0483-122
   Web of Science ®Google Scholar
• McCloskey, M., Caramazza, A., & Green, B. (1980). Curvilinear motion in the absence of external forces: Naive beliefs about the motion of objects. Science, 210(4474), 1139–1141. https://doi.org/10.1126/science.210.4474.1139
   PubMed Web of Science ®Google Scholar
• McCloskey, M., Washburn, A., & Felch, L. (1983). Intuitive physics: The straight-down belief and its origin. Journal of Experimental Psychology: Learning, Memory, and Cognition, 9(4), 636–649. https://doi.org/10.1037/0278-7393.9.4.636
   PubMed Web of Science ®Google Scholar
• Novak, J., Ring, D., & Tamir, P. (1971). Interpretation of research findings in terms of Ausubel’s theory and implications for science education. Science Education, 55(4), 483–526. https://doi.org/10.1002/sce.3730550410
   Google Scholar
• Paganini, C., & Gaido, D. (2013). Perception in autism: An interactive global research between folk psychology and folk physics. Journal of Social, Evolutionary, and Cultural Psychology, 7(2), 175–195. https://doi.org/10.1037/h0099203
   Google Scholar
• Piaget, J. (1977). The development of thought: Acquisition of cognitive structures. Viking Penguin.
   Google Scholar
• Prescott, A. (2004). Student misconceptions about projectile motion [Unpublished doctoral dissertation]. Macquarie University, Sydney, Australia.
   Google Scholar
• Ravanis, K., Koliopoulos, D., & Hadzigeorgiou, Y. (2004). What factors does friction depend on? A socio-cognitive teaching intervention with young children. International Journal of Science Education, 26(8), 997–1007. https://doi.org/10.1080/0950069032000138851
   Web of Science ®Google Scholar
• Raven, J., Raven, J. C., & Court, J. H. (2003). Standard progressive matrices sets A, B, C, D & E (2000 ed.). Pearson.
   Google Scholar
• Ring, H., Woodbury-Smith, M., Watson, P., Wheelwright, S., & Baron-Cohen, S. (2008). Clinical heterogeneity among people with high functioning autism spectrum conditions: Evidence favoring a continuous severity gradient. Behavioral and Brain Functions, 4(11), 1–6. https://doi.org/10.1186/1744-9081-4-11
   PubMedGoogle Scholar
• Shah, A., & Frith, U. (1993). Why do autistic individuals show superior performance on the block design task? Journal of Child Psychology and Psychiatry, 34(8), 1351–1364. https://doi.org/10.1111/j.1469-7610.1993.tb02095.x
   PubMed Web of Science ®Google Scholar
• Song, J., Cho, S., & Chung, B. (1997). Exploring the parallelism between change in students’ conceptions and historical change in the concept of inertia. Research in Science Education, 27(1), 87–100. https://doi.org/10.1007/BF02463034
   Google Scholar
• Subiaul, F., Rutherford, M., Lopez-Duran, S., & Povinelli, D. (2004). Do children with autism have an explanatory drive? The George Washington University, Department of Speech and Hearing Science.
   Google Scholar
• Tager-Flusberg, H., Joseph, R., & Folstein, S. (2001). Current directions in research on autism. Mental Retardation and Developmental Disabilities Research Reviews, 7(1), 21–29. https://doi.org/10.1002/1098-2779(200102)7:1<21::AID-MRDD1004>3.0.CO;2-3
   PubMedGoogle Scholar
• Tavassoli, T., Hoekstra, R., & Baron-Cohen, S. (2014). The Sensory Perception Quotient (SPQ): Development and validation of a new sensory questionnaire for adults with and without autism. Molecular Autism, 5(1), 29. https://doi.org/10.1186/2040-2392-5-29
   PubMed Web of Science ®Google Scholar
• Van de Cruys, S., Evers, K., Van der Hallen, R., Van Eylen, L., Boets, B., de-Wit, L., & Wagemans, J. (2014). Precise minds in uncertain worlds: Predictive coding in autism. Psychological Review, 121(4), 649–675. https://doi.org/10.1037/a0037665
   PubMed Web of Science ®Google Scholar
• Vavougios, D., & Panteliadou, S. (2006). Analysis of differentiated science teaching in students with learning difficulties. In Proceedings of the 3rd Greek Conference of Science Education (pp. 727–733). University of Thessaly (in Greek).
   Google Scholar
• Vygotsky, L. (1986). Thought and language. M.I.T. Press.
   Google Scholar
• Wakabayashi, A., Baron-Cohen, S., Uchiyama, T., Yoshida, Y., Kuroda, M., & Wheelwright, S. (2007). Empathizing and systemizing in adults with and without autism spectrum conditions: Cross-cultural stability. Journal of Autism and Developmental Disorders, 37(10), 1823–1832. https://doi.org/10.1007/s10803-006-0316-6
   PubMed Web of Science ®Google Scholar
• Watts, D. M. (1983). A study of schoolchildren's alternative frameworks of the concept of force. European Journal of Science Education, 5(2), 217–230. https://doi.org/10.1080/0140528830050209
   Google Scholar
• Watts, D. M., & Zylbersztajn, A. (1981). A survey of some children’s ideas about force. Physics Education, 16(6), 360–365. https://doi.org/10.1088/0031-9120/16/6/313
   Google Scholar
• White, P. (2012). The impetus theory in judgments about object motion: A new perspective. Psychonomic Bulletin Review, 19(6), 1007–1028. https://doi.org/10.3758/s13423-012-0302-2
   PubMed Web of Science ®Google Scholar