Experimental Approaches to Teaching Electricity Concepts to a Student with Attention Deficit Hyperactivity Disorder –A Case Study

Physics concepts such as electricity as well as alternative ideas are difficult to understand by students, especially those with learning difficulties. To effectively address them is a challenge for both scholars and educators, irrespective of grade or type of school they appear. On the basis of the above, the present study investigates the perceptions of a first grade high school student with Attention Deficit Hyperactivity Disorder (ADHD) in concepts of electricity and observes his response to experimental personalized activities in real and virtual environments, aiming to evaluate the cognitive outcome as a result of certain interventions. The initial interview preceding the intervention had revealed that the student on the one hand was not actively involved in the classroom, and on the other hand had similar alternative ideas about electricity concepts with his peers. The results of the research interventions showed the student’s active engagement in the experimental process, the reinforcement of conceptual change, and finally the understanding of the concepts of electricity in the teaching of physics