Μια Μελέτη των Ενναλακτικών Ιδεών Αυτιστικών Εφήβων για την Έννοια της Δύναμης

PDF (ελληνικά)
Published: Apr 6, 2025
DOI: https://doi.org/10.12681/codiste.7683
Γεώργιος Καλιαμπός
ΠΑΝΕΠΙΣΤΗΜΙΟ ΠΑΤΡΩΝ
https://orcid.org/0000-0001-9902-144X
Κωνσταντίνος Ραβάνης
Διονύσιος Βαβουγυιός
Βασίλης Κόλλιας
Abstract

The aim of the current study was to explore alternative ideas of force in adolescents with autism. For this purpose, an experimental investigation was carried out with 19 students falling within the autism spectrum and 55 students of typical development. The two study groups were equivalent in terms of gender and non-verbal mental age. An appropriately structured tool in the form of a questionnaire (E.D.E.I.A.) was developed to identify alternative ideas (E.D.E.I.A.). Research findings suggest that students with autism use the same alternative conceptions with those used by students of typical development, on a different frequency thought.

Article Details
  • Section
  • 14th Panhellenic Conference of Didactics in Science Education
Downloads
Download data is not yet available.
References
Μαλεζά, Ο., & Καλογιαννάκης, Μ. (2013). Εποικοδομητισμός και ΤΠΕ στις Φυσικές Επιστήμες στο πλαίσιο της Παράλληλης Στήριξης. Στο Δ. Βαβουγυιός & Στ. Παρασκευόπουλος (επιμ.), Πρακτικά του 8ου Πανελληνίου Συνεδρίου Διδακτικής Φυσικών Επιστημών και Νέων Τεχνολογιών στην Εκπαίδευση, 946-953, Βόλος, ΕΝΕΦΕΤ- ΠΤΕΑ, Πανεπιστημίου Θεσσαλίας, 26-28 Απριλίου 2013.
American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.).
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.
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
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
Clark, D., Menekse, M., Ozdemir, G., D’Angelo, C., & Schleigh, S. (2014). Exploring sources of variation in studies of knowledge structure coherence: Comparing force meanings and force meaning consistency across two Turkish cities. Science Education, 98(1), 143–181.
Driver, R., Guesne, E., & Tiberghien, A. (1985). Children’s ideas in science. Open University Press.
Ioannides, C., & Vosniadou, C. (2002). The changing meanings of force. Cognitive Science Quarterly, 2(1), 5-62
Kaliampos, G., Mavropoulou, S., Kolias, V., Ravanis, K., & Vavougios, D. (2023). An experimental investigation of alternative ideas of force in autistic adolescents. Research in Science Education, 53(5), 867-888.
Kaliampos, G., Ravanis, K., & Vavougios, D. (2021). A comparison study of alternative conceptions on impetus theory and projectile motion of adolescents with typical development and high functioning autism spectrum disorder. International Journal of Science Education, 43(1), 128-156.
Moin, L., Magiera, K., & Zigmond, N. (2009). Instructional activities and group work in the US inclusive high school co-taught science class. International Journal of Science and Mathematics Education, 7, 677-697.
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
Raven, J., Raven, J. C., & Court, J. H. (2003). Standard progressive matrices sets A, B, C, D & E (2000 ed.). Pearson.