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Sökning: WFRF:(Adbo Karina 1969)

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  • Adbo, Karina, 1969-, et al. (författare)
  • Designing play-based learning chemistry activities in the preschool environment
  • 2019
  • Ingår i: Chemistry Education Research and Practice. - : Royal Society of Chemistry. - 1756-1108. ; 20:3, s. 542-553
  • Tidskriftsartikel (refereegranskat)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- (författare)
  • Emergent Chemistry : Using Visualizations to Develop Abstract Thinking and a Sense of Scale Within the Preschool Setting
  • 2022
  • Ingår i: Active Learning. - : IntechOpen. - 9781803563572 - 9781803563565 - 9781803563589
  • Bokkapitel (refereegranskat)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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