nvestigating the Alternative Conceptions and Mental Models of Students with High-Functioning ASD on the Sun-Earth-Moon System: A Comparative Approach

Abstract

Investigating students" alternative conceptions is a fundamental parameter for designing effective pedagogical interventions in the field of Science Education. This issue gains particular pedagogical significance when focusing on students with Autism Spectrum Disorder (ASD), given the idiosyncratic cognitive processing exhibited by this population when approaching scientific concepts. This study examines the alternative conceptions of students with high-functioning ASD regarding the Sun-Earth-Moon system, comparing them with those of typically developing students of the same age group. The research sample consists of 18 third and fourth-grade primary school students (9 with diagnosed ASD and 9 typically developing). Data collection was conducted through a combination of semi-structured questionnaires and constructive modeling tasks. The results demonstrate a high degree of correlation in alternative conceptions between the two groups, with students utilizing convergent mental models of representation. However, a differentiated semantic justification of the underlying processes is highlighted, a fact that underscores the necessity of specialized instructional design to enhance conceptual understanding within the framework of inclusive education.