Karina Adbo
Biographic Data
| ID | 6828417 |
|---|---|
| NAME | Karina Adbo |
| GIVEN NAMES | Karina |
| FAMILY NAME | Adbo |
| SIGNATURE | ADBO K |
| AFFILIATIONS | University of Gothenburg |
| ORCID | 0000-0001-8819-0977 |
| VERIFIED | Yes |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 9 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2019 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Making Redox Tangible
This study addresses the persistent challenges that students face in understanding redox reactions, particularly the link between symbolic and particulate representations in electrochemistry. The purpose was to explore whether physical modeling with clay could enhance the conceptual understanding of electron transfer and oxidation–reduction processes. Two groups of Swedish upper secondary students participated in instructional sessions: Group A u…
An Analysis of the Development of Preschoolers’ Natural Science Concepts from the Perspective of Framework Theory
The aim of the study was to explore children’s learning of natural science, and the authors chose a literature review as the means to achieve this aim. As the research into children’s emerging science is fragmented into many different theoretical perspectives and many kinds of studies are included, research results deriving from the field can be difficult to summarize. To resolve this issue, Vosniadou’s framework theory was used as the tool for d…
Student Translations of the Symbolic Level of Chemistry
The aim of the study was to explore students’ own translation of the symbolic level of a chemical reaction, including the information provided with the use of coefficients, indices, and signs, as well as the preservation of atoms. Students were asked to translate the symbolic level of the combustion of methane with the use of clay modelling. The students had to make active choices regarding the size, shape, two- or three-dimensional structure, an…
Exploring the Emergence of Chemistry in Preschool Education
The objective of this study was to deepen our comprehension of how children develop understanding in the field of science, particularly in chemistry. Using the framework theory as a theoretical lens enabled a focus on emergence as a dynamic change and transition. According to the framework theory, children’s science learning involves a wide range of intuitive and counterintuitive scientific concepts related to ontological and epistemological pers…
Completing the progression establishing an international baseline of primary, middle and secondary students’ views of scientific inquiry
Knowledge of scientific inquiry (SI) is considered essential to the development of an individual's Scientific Literacy (SL) and therefore, SI is included in many international science education reform documents. Two previous large scale international studies assessed the SI understandings of students entering middle school and secondary students at the end of their formal K-12 science education. The purpose of this international project was to us…
Moving beyond the language–Visualizing chemical concepts through one’s own creative expression
The aim of the study was to explore university students’ interpretations of chemical content in the form of physical constructions of atomic nuclei. Playdough was chosen as the means for expression, since it provided the students with the task of choosing the number, form, size, shape, and distance of particles. Data was collected in the form of photographs, written explanations as well as ad hoc notes. Data from 64 students was analyzed using th…
Perezhivanie and Its Application within Early Childhood Science Education Research
Perezhivanie is a concept that was originally defined by Vygotsky, but it did not become a part of educational theory until recently. Today the concept has been revived, and it is now used as a way to include emotional aspects into education and educational research. The concept also provides a rationale for describing and forming personalised learning. The present study provides a literature review with the aim of covering the variety in definit…
Development of Preschool Children’s Executive Functions throughout a Play-Based Learning Approach That Embeds Science Concepts
This study focuses on the development of executive functions in preschool children during a series of science activities. A longitudinal play-based learning intervention was designed and implemented following the design of an educational experiment. Data were collected through visual ethnography in hot situations with adult supervision. Results show how entwined the concepts of inhibitory control and cognitive flexibility are within young childre…
Using Cultural-Historical Theory to Design and Assess a Chemistry Play-Based Learning Intervention
This study has been performed in Sweden, where the preschool curriculum states that children’s understanding of simple chemical processes is a goal to strive towards [13]. However, uncertainty within the current preschool practice exists and has been described by B. Sundberg et al. [20]. Motivated by the lack of scientific literature on what chemistry content is suitable for preschool children and how to introduce it, this study aims to tackle ho…
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Using Cultural-Historical Theory to Design and Assess a Chemistry Play-Based Learning Intervention
This study has been performed in Sweden, where the preschool curriculum states that children’s understanding of simple chemical processes is a goal to strive towards [13]. However, uncertainty within the current preschool practice exists and has been described by B. Sundberg et al. [20]. Motivated by the lack of scientific literature on what chemistry content is suitable for preschool children and how to introduce it, this study aims to tackle ho…
Perezhivanie and Its Application within Early Childhood Science Education Research
Perezhivanie is a concept that was originally defined by Vygotsky, but it did not become a part of educational theory until recently. Today the concept has been revived, and it is now used as a way to include emotional aspects into education and educational research. The concept also provides a rationale for describing and forming personalised learning. The present study provides a literature review with the aim of covering the variety in definit…
Development of Preschool Children’s Executive Functions throughout a Play-Based Learning Approach That Embeds Science Concepts
This study focuses on the development of executive functions in preschool children during a series of science activities. A longitudinal play-based learning intervention was designed and implemented following the design of an educational experiment. Data were collected through visual ethnography in hot situations with adult supervision. Results show how entwined the concepts of inhibitory control and cognitive flexibility are within young childre…
Moving beyond the language–Visualizing chemical concepts through one’s own creative expression
The aim of the study was to explore university students’ interpretations of chemical content in the form of physical constructions of atomic nuclei. Playdough was chosen as the means for expression, since it provided the students with the task of choosing the number, form, size, shape, and distance of particles. Data was collected in the form of photographs, written explanations as well as ad hoc notes. Data from 64 students was analyzed using th…
An Analysis of the Development of Preschoolers’ Natural Science Concepts from the Perspective of Framework Theory
The aim of the study was to explore children’s learning of natural science, and the authors chose a literature review as the means to achieve this aim. As the research into children’s emerging science is fragmented into many different theoretical perspectives and many kinds of studies are included, research results deriving from the field can be difficult to summarize. To resolve this issue, Vosniadou’s framework theory was used as the tool for d…
Student Translations of the Symbolic Level of Chemistry
The aim of the study was to explore students’ own translation of the symbolic level of a chemical reaction, including the information provided with the use of coefficients, indices, and signs, as well as the preservation of atoms. Students were asked to translate the symbolic level of the combustion of methane with the use of clay modelling. The students had to make active choices regarding the size, shape, two- or three-dimensional structure, an…
Exploring the Emergence of Chemistry in Preschool Education
The objective of this study was to deepen our comprehension of how children develop understanding in the field of science, particularly in chemistry. Using the framework theory as a theoretical lens enabled a focus on emergence as a dynamic change and transition. According to the framework theory, children’s science learning involves a wide range of intuitive and counterintuitive scientific concepts related to ontological and epistemological pers…
Completing the progression establishing an international baseline of primary, middle and secondary students’ views of scientific inquiry
Knowledge of scientific inquiry (SI) is considered essential to the development of an individual's Scientific Literacy (SL) and therefore, SI is included in many international science education reform documents. Two previous large scale international studies assessed the SI understandings of students entering middle school and secondary students at the end of their formal K-12 science education. The purpose of this international project was to us…
Making Redox Tangible
This study addresses the persistent challenges that students face in understanding redox reactions, particularly the link between symbolic and particulate representations in electrochemistry. The purpose was to explore whether physical modeling with clay could enhance the conceptual understanding of electron transfer and oxidation–reduction processes. Two groups of Swedish upper secondary students participated in instructional sessions: Group A u…
Psychology (8 works) · Mathematics education (7 works) · Science Education and Pedagogy (6 works) · Computer Science (5 works) · Educational Strategies and Epistemologies (4 works) · Epistemology (4 works) · Pedagogy (4 works) · Early Childhood Education and Development (3 works) · Education and Critical Thinking Development (3 works) · Chemistry (2 works)