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

Kaliampos, George; Ravanis, Konstantinos; Vavougios, George D.

doi:10.1080/09500693.2020.1859156

Cited by 8 publications

(8 citation statements)

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“…While these ideas have been extensively studied by a number of academics and researchers in typical education context, this has not been the case for pupils that lie on special needs spectrum (Ergazaki and Ampatzidis 2012 ; Delserieys et al 2017 ; Fragkiadaki and Ravanis 2021 ). Indeed, there are some researchers who have tried to explore constructivism in the particularly demanding field of special education (Brigham et al 2011 ; Duhaney and Duhaney 2000 ; Ruban 2005 ; Kaliampos et al 2020 ; Scruggs and Mastropieri 1994 ; Villanueva and Hand 2011 ; Villanueva et al 2012 ). The respective literature focuses on the barriers of implementing inclusive science education in terms of infrastructure and provisions (Chunawala 2014 ), teachers’ training and readiness (Chunawala 2014 ; Reynaga-Peña et al 2018 ), as well as the benefits of inclusive inquiry-based science education to all students (Abels 2014 ; Villanueva et al 2012 ).…”

Section: Introductionmentioning

confidence: 99%

An investigation on alternative ideas on thermal phenomena of pupils with and without learning difficulties

et al. 2023

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In the last decades, constructivism has dominated Early Childhood Science Education. Within this context, alternative ideas of pre-school pupils have been thoroughly explored and analyzed. Nevertheless, research on these ideas in individuals with learning difficulties remains scarce. Aiming to fill this gap, the present study explores alternative ideas on thermal phenomena of pupils with learning difficulties and compare them with those without learning difficulties. For this purpose, an experimental investigation was conducted with 25 pupils with learning difficulties ( M = 72,50 months, s.d. = 8,11) and 25 pupils without learning difficulties ( M = 72,50 months, s.d. = 9,50). Drawing from constructivist theory, a structured, computerized tool (A.I.H.E.T) was developed to fulfill research’s goal. Findings suggest that pupils with and without learning difficulties use almost the same ideas on thermal phenomena, on a different frequency though. The results support further the findings of other research, according to which inclusive science education not only is feasible but also it has great benefits for students with and without learning difficulties. Supplementary Information The online version contains supplementary material available at 10.1007/s43545-022-00603-5.

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Section: Introductionmentioning

confidence: 99%

An investigation on alternative ideas on thermal phenomena of pupils with and without learning difficulties

et al. 2023

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“…With regard to the second research questions, it seems that construvist has not been fully extended in inclusive education for students with disabilities and non-mainstream racial/ethnic backgrounds. As for the former, few researchers have tried to explore alternative ideas of students who lie in special needs spectrum (Kaliampos et al, 2020). What is more, few of them have proposed specific teaching interventions which draw on constructivism theory in order to address their student's barriers (Chia, 2011;Maleza, & Kalogiannakis, 2012).…”

Section: Discussionmentioning

confidence: 99%

Constructivism in the Shade of Racial, Ethnic, and Special Needs Diversity Students

Kaliampos¹

2021

Journal of Research in Science, Mathematics and Technology Education

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The last decades the population of learners has dramatically changed in the majority of western societies. Students with diverse ethnic and racial backgrounds as well as students that fall into the scope of special education needs have enrolled in schooling without being able to perform competitively in science compared to the mainstream students. A prominent reason, among others, lies on the fact that the cultural origins of these pupils are often not taken into account into the teaching process. It seems that these children are taught science in school without any consideration, from both their teachers and the curriculum, about their diversity background and their unique life experiences that have inevitably affected their way of viewing the natural world around them. The present paper aspires to shed light on this issue and act as a call for science education pioneers to expand constructivism theory in order to address student diversity in science classroom.

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“…have been composes from different tasks that appear in the early childhood education literature [13,25]. In the current study, the tasks were given to children in digital form, as based on the relevant literature digital environments enable effective learning for children with learning disabilities [9,38] as well as for young children of typical development in STEM subjects [26]. These tasks were created to be linked to images from children's everyday life while at the same time promoting visual learning which is considered particularly effective for children with learning difficulties [27].…”

Section: Instrumentmentioning

confidence: 99%

“…Within this trend, the 4 different approaches mentioned above are examined in the light of special education [2]. That is, it tries to extend the research of mental representation about natural phenomena that hold a key role into socio-cognitive approach [3][4][5][6] into pupil that lie into special needs spectrum [7][8][9][10]. Moving along this line, this study aims to explore mental representations on melting…”

Section: Introductionmentioning

confidence: 99%

An investigation on mental representations on coagulation and melting phenomena of preschool pupils with learning disabilities and typical development

Katsidima,

Kaliampos,

Ravanis

2023

J. Phys.: Conf. Ser.

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The aim of the present study is to investigate the mental representations regarding the coagulation and melting phenomena of preschool pupils with learning disabilities. In addition, to compare them with the corresponding representations of typically developing children. By so doing, it aspires to shed light to the feasibility of implementing inclusion into teaching science. To fulfil this purpose, an experimental investigation was conducted with 25 pupils with learning difficulties (M=72.50 months, s.d.=8.11) and 25 pupils with typical development (M=72.50 months, s.d.=9.50). Pupils were selected with convenience sampling while interviews were recorded and transcribed. According to data analysis, pupils’ responses were classified into three distinct levels: sufficient, intermediate and insufficient in terms of school knowledge. Drawing from constructivism theory a digital tool called M.R.H.E.T (Mental Representations Heat Exploration Tool) was developed to fulfill research’s goal. A part of this tool is used for the present study. Findings suggest that preschools pupils with learning difficulties use almost the same ideas on thermal phenomena with those used by preschool pupils with typical development, on a different frequency though. This inevitably reinforces the academic belief of inclusive education for pupils with learning disabilities in teaching science.

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

Cited by 8 publications

References 51 publications

An investigation on alternative ideas on thermal phenomena of pupils with and without learning difficulties

An investigation on alternative ideas on thermal phenomena of pupils with and without learning difficulties

Constructivism in the Shade of Racial, Ethnic, and Special Needs Diversity Students

An investigation on mental representations on coagulation and melting phenomena of preschool pupils with learning disabilities and typical development

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