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Vidal Carulla, ClaraORCID iD iconorcid.org/0000-0002-0211-9457
Publications (7 of 7) Show all publications
Vidal Carulla, C. & Adbo, K. (2021). Emergent chemistry: The development of abstract thinking in preschool science education. Research Features (August 26)
Open this publication in new window or tab >>Emergent chemistry: The development of abstract thinking in preschool science education
2021 (English)In: Research Features, no August 26Article in journal (Other (popular science, discussion, etc.)) Published
Abstract [en]

Sweden’s preschool curriculum promotes scientific literacy of young children, with a focus on natural sciences. But how can preschool children best gain an understanding of physical phenomena and basic chemical processes? Dr Clara Vidal Carulla (Gothenburg University) and Dr Karina Adbo (Linnaeus University) use cultural-historical theory to explore how abstract thinking can be developed in preschool children to support science education. The focus of their research is on sub-microscopic particles in chemistry, but the findings are useful for learners of all levels.

National Category
Educational Sciences
Research subject
Natural Science, Science Education
Identifiers
urn:nbn:se:mau:diva-58058 (URN)10.26904/RF-137-1587820710 (DOI)
Available from: 2023-02-05 Created: 2023-02-05 Last updated: 2023-02-06Bibliographically approved
Vidal Carulla, C. & Adbo, K. (2020). A study of preschool children's motive orientation during science activities. Review of Science, Mathematics and ICT Education, 14(1), 47-67
Open this publication in new window or tab >>A study of preschool children's motive orientation during science activities
2020 (English)In: Review of Science, Mathematics and ICT Education, ISSN 1791-261X, E-ISSN 1792-3999, Vol. 14, no 1, p. 47-67Article in journal (Refereed) Published
Abstract [en]

The results presented here are part of a two-year longitudinal study with two main objectives: 1) designing subject-specific science activities that provide experience of chemical phenomena and support positive emotions of science and 2) exploring preschool children’s emergent science. Science was introduced into the preschool setting in the form of conceptual play. Data was collected using visual-ethnography and analysed inductively to explore the dynamics of children’s development of motive orientation over a year of science activities. Results show the significance of the social environment for developing motives and influencing leading motives. The discussion highlights the necessity of considering both cognitive and emotional aspects within preschool science activities in order to be able to create positive cultural motives for science.

Place, publisher, year, edition, pages
University of Patras, 2020
Keywords
motive, preschool, science
National Category
Pedagogical Work
Research subject
Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:mau:diva-58056 (URN)10.26220/rev.3346 (DOI)
Available from: 2023-02-05 Created: 2023-02-05 Last updated: 2023-07-04Bibliographically approved
Adbo, K. & Vidal Carulla, C. (2020). Learning About Science in Preschool: Play-Based Activities to Support Children's Understanding of Chemistry Concepts. International Journal of Early Childhood, 52(1), 17-35
Open this publication in new window or tab >>Learning About Science in Preschool: Play-Based Activities to Support Children's Understanding of Chemistry Concepts
2020 (English)In: International Journal of Early Childhood, ISSN 0020-7187, E-ISSN 1878-4658, Vol. 52, no 1, p. 17-35Article in journal (Refereed) Published
Abstract [en]

The study explores children's emerging understanding of an important science concept in chemistry. Play-based learning activities were designed for children to experience and imagine the concept of 'small' as used in chemistry, moving from the visually experienced level of 'small' towards more imaginative understandings. Data were collected through visual ethnography. Analyses of six vignettes of conversations between children and the teacher illustrate development of children's understanding of the focus concept. Deconstruction of everyday items familiar to the children and visual computer animations provided experiences that enabled children to transition from a macro-level of understanding to visualise the molecular/atomic level to differentiate between macro- and micro-understandings of 'small'. A process of 'sustained shared thinking' could describe the teaching/learning processes evident in the children's and teacher's conversations. The analyses suggest that sustained and shared conversations between children and teachers should stem from children's everyday experiences. ResumeL'etude explore chez les enfants la comprehension emergente d'un concept scientifique important en chimie. Des activites d'apprentissage basees sur le jeu ont ete concues pour que les enfants experimentent et imaginent le concept du 'petit' tel qu'il est utilise en chimie, en passant de la decouverte visuelle au niveau du 'petit' vers des comprehensions plus imaginatives. Des donnees ont ete recueillies par le biais de l'ethnographie visuelle. L'analyse de six vignettes de conversations entre les enfants et l'enseignant illustre le developpement chez les enfants de la comprehension du concept examine. La deconstruction d'objets quotidiens familiers pour les enfants et d'animations visuelles sur ordinateur ont fourni des experiences qui ont permis aux enfants de passer d'un niveau de comprehension macro a une visualisation du niveau moleculaire /atomique, et de faire la difference entre les comprehensions macro et micro du 'petit'. Un processus de 'pensee partagee soutenue' pourrait decrire les processus d'enseignement /apprentissage evidents dans les conversations entre enfants et enseignants. Les analyses suggerent que les conversations soutenues et partagees entre les enfants et les enseignants devraient decouler des experiences quotidiennes des enfants. ResumenEl presente estudio explora la comprension reciente de los ninos de un importante concepto de ciencia en el campo de la quimica. Se disenaron actividades ludicas de aprendizaje para que los ninos experimentaran e imaginaran el concepto de tamano "pequeno" segun se utiliza en el campo de la quimica, alternando entre el nivel de experiencia visual del concepto "pequeno" hasta una comprension mas imaginativa. Se recolecto informacion por medio de etnografia visual. Analisis de seis fragmentos de conversaciones entre los ninos y el educador ilustraron el desarrollo de la comprension de los ninos del concepto principal. La deconstruccion de elementos cotidianos comunes para los ninos y las animaciones visuales computarizadas brindaron experiencias que les permitieron a los ninos navegar desde un nivel macro de comprension a visualizar el nivel molecular/atomico, asi como diferenciar entre la comprension macro y micro del concepto "pequeno". Los procesos de ensenanza/aprendizaje que se evidencian en las conversaciones entre ninos y educadores se pueden describir mediante un proceso de "constante pensamiento comun". Los analisis sugieren que conversaciones constantes y compartidas entre ninos y educadores deben emanar de las experiencias cotidianas de los infantes.

Place, publisher, year, edition, pages
Springer, 2020
Keywords
Emergent science, Preschool, Theoretical chemistry, Visual ethnography, sustained shared thinking, Play-based activities
National Category
Educational Sciences Chemical Sciences
Research subject
Natural Science, Science Education
Identifiers
urn:nbn:se:mau:diva-58049 (URN)10.1007/s13158-020-00259-3 (DOI)000539398200002 ()2-s2.0-85083203711 (Scopus ID)
Available from: 2023-02-05 Created: 2023-02-05 Last updated: 2023-07-04Bibliographically approved
Adbo, K. & Vidal Carulla, C. (2019). Designing play-based learning chemistry activities in the preschool environment. Chemistry Education Research and Practice, 20(3), 542-553
Open this publication in new window or tab >>Designing play-based learning chemistry activities in the preschool environment
2019 (English)In: Chemistry Education Research and Practice, E-ISSN 1756-1108, Vol. 20, no 3, p. 542-553Article in journal (Refereed) Published
Abstract [en]

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.

Place, publisher, year, edition, pages
Royal Society of Chemistry, 2019
National Category
Chemical Sciences Didactics
Research subject
Natural Science, Chemistry; Natural Science, Science Education
Identifiers
urn:nbn:se:mau:diva-58048 (URN)10.1039/C8RP00306H (DOI)
Available from: 2023-02-05 Created: 2023-02-05 Last updated: 2024-01-17Bibliographically approved
Vidal Carulla, C. & Adbo, K. (2019). Motive as an analytical tool to assess preschool children’s focus during science activities.. In: Proceedings of the ESERA conference: . Paper presented at ESERA 2019.
Open this publication in new window or tab >>Motive as an analytical tool to assess preschool children’s focus during science activities.
2019 (English)In: Proceedings of the ESERA conference, 2019Conference paper, Oral presentation with published abstract (Other academic)
National Category
Didactics
Research subject
Education, Didactics; Natural Science, Science Education
Identifiers
urn:nbn:se:mau:diva-58059 (URN)
Conference
ESERA 2019
Note

Ej belagd 210127

Available from: 2023-02-05 Created: 2023-02-05 Last updated: 2024-06-11Bibliographically approved
Vidal Carulla, C. & Adbo, K. (2019). Using Cultural-Historical Theory to Design and Assess a Chemistry Play-Based Learning Intervention. Cultural-Historical Psychology, 15(4), 35-43
Open this publication in new window or tab >>Using Cultural-Historical Theory to Design and Assess a Chemistry Play-Based Learning Intervention
2019 (English)In: Cultural-Historical Psychology, ISSN 1816-5435, E-ISSN 2224-8935, Vol. 15, no 4, p. 35-43Article in journal (Refereed) Published
Abstract [en]

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 how abstract concepts like "atoms" and "molecules" can be introduced to preschool children. With this purpose, a play-based learning intervention was designed, following the cultural- historical model for preschool science education proposed by M. Fleer [7], and implemented in two Swedish preschools, dividing a total of 20 three-years-old children into four groups of five children each. Data were collected in the form of video-recordings of the sessions and analysed following the principles from the experimental-genetic method summarized by N. Veresov [23]. Results are presented in the form of vignettes that illustrate significant moments from the intervention, together with discussion of how the social situation of development, the zone of actual development and the mediating tools facilitate the children in starting to talk about atoms.

Place, publisher, year, edition, pages
Moscow State University of Psychology & Education, 2019
Keywords
chemistry, preschool, cultural-historical theory
National Category
Didactics Chemical Sciences
Research subject
Natural Science, Science Education
Identifiers
urn:nbn:se:mau:diva-58060 (URN)10.17759/chp.2019150404 (DOI)000504836500004 ()2-s2.0-85078539749 (Scopus ID)
Available from: 2023-02-05 Created: 2023-02-05 Last updated: 2023-02-23Bibliographically approved
Adbo, K. & Vidal Carulla, C. (2018). Designing play-based learning activities for a preschool setting. In: EESERA: . Paper presented at EESERA.
Open this publication in new window or tab >>Designing play-based learning activities for a preschool setting
2018 (English)In: EESERA, 2018Conference paper, Poster (with or without abstract) (Other academic)
National Category
Didactics
Research subject
Education, Didactics
Identifiers
urn:nbn:se:mau:diva-58047 (URN)
Conference
EESERA
Note

Ej belagd 210127

Available from: 2023-02-05 Created: 2023-02-05 Last updated: 2024-06-11Bibliographically approved
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ORCID iD: ORCID iD iconorcid.org/0000-0002-0211-9457

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