A small scale, qualitative study on exploring alternative conceptions of mechanics in students with autism



This paper investigates alternative conceptions of force and gravity on students with autism. For this reason, a number of digital tasks were given to 3 secondary students with autism, aged 13-14 years old, who were recruited from an urban, national school in Greece. Results showed that students with autism hold almost the same alternative ideas with the ones that are encountered in the literature that counts for typical development students. This finding supports the concept of inclusion on teaching and learning science to pupils with autism.


Special needs, autism spectrum disorder, science education, alternative conceptions on mechanics

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DOI: https://doi.org/10.26220/une.3337

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Educational Journal of the University of Patras UNESCO Chair | ISSN: 2241-9152 | Department of Educational Sciences and Early Childhood Education University of Patras

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