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- Adbo, Karina, et al.
(author)
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Designing play-based learning chemistry activities in the preschool environment
- 2019
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In: Chemistry Education Research and Practice. - 1109-4028. ; 20, s. 542-553
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Journal article (peer-reviewed)abstract
- This study focuses on the design of play-based learning activities for chemistry in preschool. Viewing chemistry as a part of our past and present culture instead of as a subject, provides the backdrop for a more holistic approach to chemistry within this specific environment. A cultural-historical perspective, together with scaffolding, emergent science skills and sustained shared thinking, made up the framework for the design of the learning activities. Results show that when scaffolding and emergent science skills are used within the design, they provide good support for both the content and the teacher in the actual learning situation. Working with scaffolding was also beneficial for professional development. However, for a progressive and inclusive activity design, it is essential to take into account aspects of the immediate environment and methods for direct evaluation.
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- Adbo, Karina, 1969-, et al.
(author)
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Designing play-based learning chemistry activities in the preschool environment
- 2019
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In: Chemistry Education Research and Practice. - : Royal Society of Chemistry. - 1756-1108. ; 20:3, s. 542-553
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Journal article (peer-reviewed)abstract
- This study focuses on the design of play-based learning activities for chemistry in preschool. Viewing chemistry as a part of our past and present culture instead of as a subject, provides the backdrop for a more holistic approach to chemistry within this specific environment. A cultural-historical perspective, together with scaffolding, emergent science skills and sustained shared thinking, made up the framework for the design of the learning activities. Results show that when scaffolding and emergent science skills are used within the design, they provide good support for both the content and the teacher in the actual learning situation. Working with scaffolding was also beneficial for professional development. However, for a progressive and inclusive activity design, it is essential to take into account aspects of the immediate environment and methods for direct evaluation.
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- Adbo, Karina, et al.
(author)
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Developing an Understanding of Chemistry : A case study of one Swedish student's rich conceptualisation for making sense of upper secondary school chemistry
- 2014
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In: International Journal of Science Education. - : Taylor & Francis. - 0950-0693 .- 1464-5289. ; 36:7, s. 1107-1136
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Journal article (peer-reviewed)abstract
- In this paper, we report a case study of a 16-year-old Swedish upper secondary student's developing understanding of key concept areas studied in his upper secondary school chemistry course. This study illustrates how the thinking of an individual learner, Jesper, evolves over a school year in response to formal instruction in a particular educational context. Jesper presented a range of ideas, some of which matched intended teaching whilst others were quite inconsistent with canonical chemistry. Of particular interest, research data suggest that his initial alternative conceptions influenced his thinking about subsequent teaching of chemistry subject matter, illustrating how students' alternative conceptions interact with formal instruction. Our findings support the claims of some researchers that alternative conceptions may be stable and tenacious in the context of instruction. Jesper's rich conceptualisation of matter at submicroscopic scales drew upon intuitions about the world that led to teaching being misinterpreted to develop further alternative conceptions. Yet his intuitive thinking also offered clear potential links with canonical scientific concepts that could have been harnessed to channel his developing thinking. These findings support the argument that identifying students' intuitive thinking and how it develops in different instructional contexts can support the development of more effective science pedagogy.
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- Adbo, Karina, 1969-
(author)
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Emergent Chemistry : Using Visualizations to Develop Abstract Thinking and a Sense of Scale Within the Preschool Setting
- 2022
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In: Active Learning. - : IntechOpen. - 9781803563572 - 9781803563565 - 9781803563589
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Book chapter (peer-reviewed)abstract
- This chapter is a summary of 5-years of research regarding children’s emerging abstract concepts. A longitudinal study focusing on children’s conversations during a series of activities with a chemistry focus was designed and implemented. Results show that practical experience with magnifying glasses, microscopes, and the deconstruction of several items did not provide enough backdrop for the children to imagine what an even smaller world would look like. Instead, the children applied their experiences from the macroscopic world to describe what they saw. It was not until aminations, zooming in from the macroscopic to the atomic and molecular levels were used that the children’s concept of small began to develop. Results show that the next stage of concept development, besides using descriptions from everyday experiences was the realization these were new experiences, that it was in fact something new they were seeing. Animation technology also helped the children realize that atoms and molecules are everywhere in everything, suggesting that the time elapsed between the transition from the macroscopic level to the submicroscopic level also provided the children with a sense of scale.
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