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  • 1.
    Adbo, Karina
    Linnéuniversitetet, Institutionen för naturvetenskap, NV.
    Animism, anthropomorphism and teleology in students’ explanations2010Konferansepaper (Annet vitenskapelig)
  • 2.
    Adbo, Karina
    Linnéuniversitetet, Institutionen för naturvetenskap, NV.
    Constructing the chemical bond concept2012Inngår i: Nankai University, 2012Konferansepaper (Annet (populærvitenskap, debatt, mm))
  • 3.
    Adbo, Karina
    Linnéuniversitetet, Institutionen för biologi och miljö (BOM).
    Emergent Chemistry: Using Visualizations to Develop Abstract Thinking and a Sense of Scale Within the Preschool Setting2022Inngår i: Active Learning: Research and Practice for STEAM and Social Sciences Education / [ed] Ortega-Sánchez, Delfín, IntechOpen , 2022Kapittel i bok, del av antologi (Fagfellevurdert)
    Abstract [en]

    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.

  • 4.
    Adbo, Karina
    Linnéuniversitetet, Institutionen för biologi och miljö (BOM).
    Emergent Science- A Swedish perspective2019Konferansepaper (Annet (populærvitenskap, debatt, mm))
  • 5.
    Adbo, Karina
    Linnéuniversitetet, Institutionen för utbildningsvetenskap (UV).
    Hur ska vi skapa struktur och logik i kemiundervisningen?2014Inngår i: LMNT-nytt, ISSN 1402-0041, nr 1, s. 28-32Artikkel i tidsskrift (Annet (populærvitenskap, debatt, mm))
  • 6.
    Adbo, Karina
    Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för naturvetenskap, matematik och samhälle (NMS).
    Hur utvecklas begreppet ”litet”? Begynnande begreppsutveckling på den submikroskopiska nivån2023Inngår i: Kemilärarnas resuscentrum informationsbrev, Vol. 1, nr 1, s. 16-17Artikkel i tidsskrift (Annet vitenskapelig)
  • 7.
    Adbo, Karina
    Högskolan i Kalmar, Naturvetenskapliga institutionen.
    Kinetics of enantioselective solid-phase extraction on Trager's base molecularly imprinted polymers, in: Molecularly imprinted polymer science and technology2000Konferansepaper (Annet vitenskapelig)
  • 8.
    Adbo, Karina
    Linnéuniversitetet, Institutionen för naturvetenskap, NV.
    Relationships between models used for teaching chemistry and those expressed by students2012Doktoravhandling, med artikler (Annet vitenskapelig)
    Abstract [en]

    This thesis is focused upon chemistry as a school subject and students' interpretations and use of formally introduced teaching models. To explore students' developing repertoire of chemical models, a longitudinal interview study was undertaken spanning the first year of upper secondary school chemistry. Matter in its different states was selected as the target framework for this study. The results presented are derived from both generalisations of groups of students as well as a case study describing an individual learner's interpretation of formal content. The results obtained demonstrated that the formal teaching models provided to the students included in this study were not sufficient to afford them a coherent framework of matter in its different states or for chemical bonding. Instead, students' expressed models of matter and phase change were to a high degree dependent on electron movement (Paper I), anthropomorphism (Paper II) and, for one student, a mechanistic approach based on small particles and gravitation (Paper III). The results from this study place focus on the importance of learners' prior learning (previous experiences) and the need to develop a coherent framework of formal teaching models for the nature of matter and phase change.

    Fulltekst (pdf)
    FULLTEXT01
  • 9.
    Adbo, Karina
    et al.
    Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för naturvetenskap, matematik och samhälle (NMS).
    AAkesson-Nilsson, Gunilla
    Department of Mathematics and Natural Sciences, Blekinge Institute of Technology, Karlskrona, Sweden.
    Moving beyond the language–Visualizing chemical concepts through one’s own creative expression2022Inngår i: Frontiers in Education, E-ISSN 2504-284X, Vol. 7Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    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 the three levels of analysis as presented by Hedegaard and framed within the theories of models. Results show that students’ choices gave rise to 34 variations of the atomic nuclei. The analysis provided two different categories: models with close resemblance to the teaching model and models with less resemblance to the teaching model. Results show the limitations of verbal and written communication and add to the discussion concerning students’ interpretations of the multitude of atomic models used in teaching. The method was indeed a beneficial tool both for students, who could explore the composition of atomic nuclei and isotopes, and for teachers, who could connect their teaching to students’ interpretations of scientific content since the method brings a new level of detail to discussions.

     

    Fulltekst (pdf)
    fulltext
  • 10.
    Adbo, Karina
    et al.
    Högskolan i Kalmar, Naturvetenskapliga institutionen.
    Andersson, Håkan S.
    Högskolan i Kalmar, Naturvetenskapliga institutionen.
    Ankarloo, Jonas
    Högskolan i Kalmar, Naturvetenskapliga institutionen.
    Karlsson, Jesper G.
    Högskolan i Kalmar, Naturvetenskapliga institutionen.
    Norell, M C
    Högskolan i Kalmar, Naturvetenskapliga institutionen.
    Olofsson, Linus
    Högskolan i Kalmar, Naturvetenskapliga institutionen.
    Svenson, Johan
    Högskolan i Kalmar, Naturvetenskapliga institutionen.
    Örtegren, U
    Högskolan i Kalmar, Naturvetenskapliga institutionen.
    Nicholls, Ian A.
    Högskolan i Kalmar, Naturvetenskapliga institutionen.
    Enantioselective synthetic receptors for Tröger’s base1999Inngår i: Bioorganic Chemistry, Vol. 27, nr 5, s. 363-371Artikkel i tidsskrift (Fagfellevurdert)
  • 11.
    Adbo, Karina
    et al.
    Högskolan i Kalmar, Naturvetenskapliga institutionen.
    Nicholls, Ian A.
    Högskolan i Kalmar, Naturvetenskapliga institutionen.
    Enantioselective SPE on Tröger 's base molecularly imprinted polymers2001Konferansepaper (Annet vitenskapelig)
  • 12.
    Adbo, Karina
    et al.
    Högskolan i Kalmar, Naturvetenskapliga institutionen.
    Nicholls, Ian Alan
    Högskolan i Kalmar, Naturvetenskapliga institutionen.
    Enantioselective SPE on Tröger’s base molecularly imprinted polymers2001Konferansepaper (Fagfellevurdert)
  • 13.
    Adbo, Karina
    et al.
    Högskolan i Kalmar, Naturvetenskapliga institutionen.
    Nicholls, Ian Alan
    Högskolan i Kalmar, Naturvetenskapliga institutionen.
    Study of the kinetics of enantioselective solid-phase extraction on Tröger’s base molecularly imprinted polymers2001Inngår i: Analytica Chimica Acta, ISSN 0003-2670, E-ISSN 1873-4324, Vol. 435, nr 1, s. 115-120Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Molecularly imprinted polymers (MIPs) selective for Tröger’s base were designed and synthesised, and HPLC-chromatographic evaluation of polymer recognition characteristics was undertaken. Baseline separation of racemic Tröger’s base was readily achieved, and enantioseparation factors (α) of up to 4.8±0.2 were obtained. The high enantioselectivity demonstrated by these materials prompted their use to examine the kinetics and thermodynamics of individual enantiomers in a solid-phase extraction (SPE) process. Enantiomer-dependent differences in the rates and extent of adsorption were observed. Furthermore, the enantiomeric enrichment of racemates was demonstrated in batch studies.

  • 14.
    Adbo, Karina
    et al.
    Högskolan i Kalmar, Naturvetenskapliga institutionen.
    Rosengren-Holmberg, Jenny
    Högskolan i Kalmar, Naturvetenskapliga institutionen.
    Nicholls, Ian Alan
    Högskolan i Kalmar, Naturvetenskapliga institutionen.
    Kinetics of enantioselective solid-phase extraction of Tröger’s base molecularly imprinted polymers2000Konferansepaper (Fagfellevurdert)
  • 15.
    Adbo, Karina
    et al.
    Linnéuniversitetet, Institutionen för utbildningsvetenskap (UV).
    Taber, Keith
    University of Cambridge, UK.
    Developing an Understanding of Chemistry: A case study of one Swedish student's rich conceptualisation for making sense of upper secondary school chemistry2014Inngår i: International Journal of Science Education, ISSN 0950-0693, E-ISSN 1464-5289, Vol. 36, nr 7, s. 1107-1136Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    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.

  • 16.
    Adbo, Karina
    et al.
    Högskolan i Kalmar, Naturvetenskapliga institutionen.
    Taber, Keith
    Learners' Mental Models of the Particle Nature of Matter: A study of 16-year-old Swedish science students2009Inngår i: International Journal of Science Education, ISSN 0950-0693, E-ISSN 1464-5289, Vol. 31, nr 6, s. 757-786Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    The results presented here derive from a longitudinal study of Swedish upper secondary science students' (16-19 years of age) developing understanding of key chemical concepts. The informants were 18 students from two different schools. The aim of the present study was to investigate the mental models of matter at the particulate level that learners develop. Data were collected using semi-structured interviews based around the students' own drawings of the atom, and of solids, liquids, and gases. The interview transcripts were analysed to identify patterns in the data that offer insight into aspects of student understanding. The findings are discussed in the specific curriculum context in Swedish schools. Results indicate that the teaching model of the atom (derived from Bohr's model) commonly presented by teachers and textbook authors in Sweden gives the students an image of a disproportionately large and immobile nucleus, emphasises a planetary model of the atom and gives rise to a chain of logic leading to immobility in the solid state and molecular breakdown during phase transitions. The findings indicate that changes in teaching approaches are required to better support learners in developing mental models that reflect the intended target knowledge.

  • 17.
    Adbo, Karina
    et al.
    Linnéuniversitetet, Institutionen för naturvetenskap, NV.
    Taber, Keith S
    Constructing the chemical bond concept in Swedish high school: Insights from a case study2012Inngår i: ICCE ECRICE, 2012Konferansepaper (Annet vitenskapelig)
  • 18.
    Adbo, Karina
    et al.
    Linnéuniversitetet, Institutionen för biologi och miljö (BOM).
    Vidal Carulla, Clara
    Linnéuniversitetet, Institutionen för biologi och miljö (BOM).
    Designing play-based learning activities for a preschool setting2018Inngår i: EESERA, 2018Konferansepaper (Annet vitenskapelig)
  • 19.
    Adbo, Karina
    et al.
    Linnéuniversitetet, Institutionen för biologi och miljö (BOM).
    Vidal Carulla, Clara
    Linnéuniversitetet, Institutionen för biologi och miljö (BOM).
    Designing play-based learning chemistry activities in the preschool environment2019Inngår i: Chemistry Education Research and Practice, E-ISSN 1756-1108, Vol. 20, nr 3, s. 542-553Artikkel i tidsskrift (Fagfellevurdert)
    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.

  • 20.
    Adbo, Karina
    et al.
    Linnéuniversitetet, Institutionen för biologi och miljö (BOM).
    Vidal Carulla, Clara
    Linnéuniversitetet, Institutionen för biologi och miljö (BOM).
    Learning About Science in Preschool: Play-Based Activities to Support Children's Understanding of Chemistry Concepts2020Inngår i: International Journal of Early Childhood, ISSN 0020-7187, E-ISSN 1878-4658, Vol. 52, nr 1, s. 17-35Artikkel i tidsskrift (Fagfellevurdert)
    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.

  • 21.
    Christodoulakis, Nikolaos
    et al.
    Linnéuniversitetet, Institutionen för biologi och miljö (BOM).
    Vidal Carulla, Clara
    University of Gothenburg, Sweden.
    Adbo, Karina
    Linnéuniversitetet, Institutionen för biologi och miljö (BOM).
    Perezhivanie and Its Application within Early Childhood Science Education Research2021Inngår i: Education Sciences, E-ISSN 2227-7102, Vol. 11, nr 12, artikkel-id 813Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    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 definitions of the concept, as well as the different perspectives that the concept lends to research in general, and to research with focus on early years education in particular. Results show that the concept has been applied within the most common theoretical perspectives in use today (such as social, cultural and subjective perspectives) with an interesting array of outcomes, such as design of educational methods, analysis of different modes of experiencing and development of self-awareness. The use of this concept becomes a shift toward more emotional perspectives of learning and development that may not be altogether positive, as perezhivanie holds the risk of blurring the border between psychotherapy and education, which is something that would provide new challenges for education in general and especially for teacher education.

    Fulltekst (pdf)
    FULLTEXT01
  • 22.
    Lederman, Judith S.
    et al.
    Illinois Institute of Technology, Chicago, USA.
    Bartels, Selina
    Valparaiso University, Valparaiso, USA.
    Jimenez, Juan
    University of Talca, Linares, Chile.
    Lederman, Norman G.
    Illinois Institute of Technology, Chicago, USA.
    Acosta, Katherine
    Universidad de Tarapacá, Chile, South America.
    Adbo, Karina
    Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för naturvetenskap, matematik och samhälle (NMS).
    Akerson, Valarie L.
    Indiana University, Bloomington, USA.
    de Andrade, Mariana a. Bologna Soares
    Universidade Estadual de Londrina, Londrina, Brazil.
    Avraamidou, Lucy
    University of Groningen, Groningen, Netherlands.
    Barber, Kerry-Anne
    Bath Spa University, Bath, UK.
    Blanquet, Estelle
    Université de Bordeaux, Bordeaux, France.
    Boujaoude, Saouma
    American University of Beirut, Beirut, Lebanon.
    Cardoso, Rosa
    Pontificia Universidad Católica del Perú, Lima, Peru.
    Cesljarev, Claire Dresslar
    Indiana University, Bloomington, USA.
    Chaipidech, Pawat
    Khon Kaen University, Khon Kaen, Thailand.
    Connolly, Catherine Pozarski
    Northwest Regional Professional Development Program, Nevada, USA.
    Crowther, David T.
    University of Nevada, Nevada, USA.
    Das, Pabi Maya
    Darla Middle Secondary School, Tala, Bhutan.
    Dogan, Özgür Kivilcan
    Marmara University, Istanbul, Turkey.
    Epitropova, Ani
    University of Plovdiv, Plovdiv, Bulgaria.
    Fukuda, Naruho
    Ritsumeikan Junior and High School, Tsukuba, Japan.
    Gai, Lichun
    Hebei Normal University, Shijiazhuang, China.
    Hamed, Soraya
    Universidad de Sevilla, Sevilla, Spain.
    Han-Tosunoglu, Cigdem
    Marmara University, Istanbul, Turkey.
    Holliday, Gary M.
    The University of Akron, Ohio, USA.
    Huang, Xiao
    Zhejiang Normal University, Jinhua, China.
    Khishfe, Rola
    American University of Beirut, Beirut, Lebanon.
    Koumara, Anna
    University of Ioannina, Ioannina, Greece.
    Kraan, Elianna
    University of Groningen, Groningen, Netherlands.
    Lavonen, Jari
    University of Helsinki, Helsinki, Finland.
    Leunga, Jessica Shuk Ching
    The University of Hong Kong, Hong Kong, China.
    Li, Yanmei
    Northeast Normal University, Changchun, China.
    Librea-Carden, Mila Rosa
    University of North Texas, Denton, USA.
    Liu, Cheng
    Beijing Normal University, Beijing, China.
    Liu, Shiang-Yao
    National Taiwan Normal University, Taipei, Taiwan, Province of China.
    McMahon, Kendra
    Bath Spa University, Bath, UK.
    Morales, Marlene
    Universidad de Tarapacá, Chile, South America.
    Morrell, Patricia D.
    The University of Queensland, Queensland, Australia.
    Neumann, Irene
    Leibniz-Institute for Science and Mathematics Education, Kiel, Kiel, Germany.
    Park, Jisun
    Ewha Womans University, Seoul, Korea, Democratic People's Republic.
    Penn, Mafor
    University of Johannesburg, Johannesburg, South Africa.
    Picholle, Eric
    Institut de Physique de Nice (INPHYNI), Nice, France.
    Plakitsi, Katerine
    University of Ioannina, Ioannina, Greece.
    Ramnarain, Umesh
    University of Johannesburg, Johannesburg, South Africa.
    Raykova, Zhelyazka
    University of Plovdiv, Plovdiv, Bulgaria.
    Rico, Arantza
    University of the Basque Country (UPV/EHU), Basque, Spain.
    Rodríguez-marín, Fátima
    Universidad de Sevilla, Sevilla, Spain.
    Ruiz-González, Aritz
    University of the Basque Country (UPV/EHU), Basque, Spain.
    Rundgren, Carl-Johan
    Stockholm University, Stockholm, Sweden.
    Sagun, Richard Deanne
    The Children's Guild School of Prince George´s County, Maryland, USA.
    Completing the progression establishing an international baseline of primary, middle and secondary students’ views of scientific inquiry2023Inngår i: International Journal of Science Education, ISSN 0950-0693, E-ISSN 1464-5289, s. 1-17Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    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 use the VASI-E to collect data on what primary level students have learned about SI in their first few years of school. This study adds to previous research to bridge the landscape of SI understandings now with representation from primary, middle and high school samples. A total of 4,238 students from 35 countries/regions spanning six continents participated in the study. The results show that globally, primary students are not adequately informed about SI for their age group. However, when compared with the students in the previous international studies (grades seven and 12), the primary students' understandings were surprisingly closer to the levels of understanding of SI of the secondary school students than those in the seventh grade study. 

  • 23.
    Nicholls, Ian A.
    et al.
    Högskolan i Kalmar, Naturvetenskapliga institutionen.
    Adbo, Karina
    Högskolan i Kalmar, Naturvetenskapliga institutionen.
    Andersson, Håkan S.
    Högskolan i Kalmar, Naturvetenskapliga institutionen.
    Andersson, Per-Ola
    Högskolan i Kalmar, Naturvetenskapliga institutionen.
    Ankarloo, Jonas
    Högskolan i Kalmar, Naturvetenskapliga institutionen.
    Hedin-Dahlström, Jimmy
    Högskolan i Kalmar, Naturvetenskapliga institutionen.
    Jokela, Päivi
    Högskolan i Kalmar, Institutionen för kommunikation och design.
    Karlsson, Jesper G.
    Högskolan i Kalmar, Naturvetenskapliga institutionen.
    Olofsson, Linus
    Högskolan i Kalmar, Naturvetenskapliga institutionen.
    Rosengren-Holmberg, Jenny
    Högskolan i Kalmar, Naturvetenskapliga institutionen.
    Shoravi, Siamak
    Högskolan i Kalmar, Naturvetenskapliga institutionen.
    Svenson, Johan
    Högskolan i Kalmar, Naturvetenskapliga institutionen.
    Wikman, Susanne
    Högskolan i Kalmar, Naturvetenskapliga institutionen.
    Can we rationally design molecularly imprinted polymers?2001Inngår i: Analytica Chimica Acta, Vol. 435, nr 1, s. 9-18Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    The nearly exponential growth in the molecular imprinting literature has to a large extent been fuelled by an increasing awareness of the potential of molecular imprinting based technologies. Despite the acceptance of the technique by cognate disciplines and the demonstration of its usefulness in a number of enabling technologies, relatively little is known about the molecular level events underlying the imprinting process and subsequent recognition events. What rules govern imprint formation? Can we use such rules to rationally design molecularly imprinted polymers?

  • 24.
    Nicholls, Ian A.
    et al.
    Högskolan i Kalmar, Naturvetenskapliga institutionen.
    Adbo, Karina
    Högskolan i Kalmar, Naturvetenskapliga institutionen.
    Andersson, Per-Ola
    Högskolan i Kalmar, Naturvetenskapliga institutionen.
    Hedin Dahlström, J
    Högskolan i Kalmar, Naturvetenskapliga institutionen.
    Karlsson, Jesper
    Högskolan i Kalmar, Naturvetenskapliga institutionen.
    Rosengren, Jenny P
    Högskolan i Kalmar, Naturvetenskapliga institutionen.
    Svensson, Johan
    Högskolan i Kalmar, Naturvetenskapliga institutionen.
    Wikman, Susanne
    Högskolan i Kalmar, Naturvetenskapliga institutionen.
    Molecularly imprinted polymers: unique possibilities for environmental monitoring2002Inngår i: Proceedings of Kalmar Eco-Tech'01 : conference on leachate and waste water treatment with high-tech and natural systems : the 3rd International Conference on the Establishment of Cooperation Between Companies/Institutions in the Nordic Countries and the Countries in the Baltic Sea Region : November 26 to 28, 2001 Kalmar, Sweden / [ed] William Hogland, Vilmantė Vyšniauskaitė, 2002, s. 285-288Konferansepaper (Fagfellevurdert)
  • 25. Rosengren, Jenny
    et al.
    Adbo, Karina
    Högskolan i Kalmar, Naturvetenskapliga institutionen.
    Svensson, Gunilla
    Nilsson Ekdahl, Kristina
    Högskolan i Kalmar, Naturvetenskapliga institutionen.
    Nicholls, Ian A.
    Högskolan i Kalmar, Naturvetenskapliga institutionen.
    The development of quasi-2-dimensional synthetic receptors and their application in a novel ELISA-assay2000Konferansepaper (Annet vitenskapelig)
  • 26. Taber, Keith
    et al.
    Adbo, Karina
    Linnéuniversitetet, Institutionen för utbildningsvetenskap (UV).
    Developing chemical understanding in the explanatory vacuum: Swedish high school students' use of an anthropomorphic conceptual framework to make sense of chemical phenomena2013Inngår i: Concepts of Matter in Science Education / [ed] Tsaparlis, G & Sevilan, H, Springer , 2013, s. 347-370Kapittel i bok, del av antologi (Fagfellevurdert)
    Abstract [en]

    The results presented here derive from a research project exploring 16-18 year old

    Swedish upper secondary science students’ developing understandings of key

    concepts for matter and phase change. In the Swedish educational context there is

    limited prescription of what is taught at different grade levels, and students may only

    meet scientific models of the submicroscopic structure of the matter some years after

    considering the phenomena that these models have been developed to explain.

    Students may develop alternative and sometimes idiosyncratic imaginative notions to

    populate this ‘explanatory vacuum’. In this study we discuss one aspect of student

    responses in a sequence of semi-structured interviews spread over a single school

    year, viz. the common use of anthropomorphic language in student descriptions and

    explanations of basic chemical phenomena – change of state, chemical bonding and

    reactions. Such anthropomorphic language has been considered to have the potential

    either to facilitate or impede progression in students’ learning in chemistry. In the

    present study we found a high level of anthropomorphic language in students’

    explanations. In some cases there were clear indications that our interviewees were

    aware of the limitation of their anthropomorphic explanations, which could be

    considered to take the role of temporary place-holder for technical ideas not yet

    available. However, in many other instances anthropomorphism was used without any

    indication of its limited explanatory power. In these circumstances anthropomorphic

    explanations would appear to satisfy epistemic hunger, the human “need to ‘make

    meaning’ and understand their surroundings” (De Jesus, Teixeira-Dias, & Watts,

    2003, p. 1017), and take the place of canonical explanations.

  • 27.
    Vidal Carulla, Clara
    et al.
    Linnéuniversitetet, Institutionen för biologi och miljö (BOM).
    Adbo, Karina
    Linnéuniversitetet, Institutionen för biologi och miljö (BOM).
    A study of preschool children's motive orientation during science activities2020Inngår i: Review of Science, Mathematics and ICT Education, ISSN 1791-261X, E-ISSN 1792-3999, Vol. 14, nr 1, s. 47-67Artikkel i tidsskrift (Fagfellevurdert)
    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.

    Fulltekst (pdf)
    FULLTEXT01
  • 28. Vidal Carulla, Clara
    et al.
    Adbo, Karina
    Linnéuniversitetet, Institutionen för biologi och miljö (BOM).
    A study of the development of preschool children’s emergent science throughout a chemistry play-based learning activities’ intervention.2019Inngår i: ISCAR SU Collection of Abstracts Digest, 2019Konferansepaper (Annet vitenskapelig)
  • 29.
    Vidal Carulla, Clara
    et al.
    University of Gothenburg, Sweden.
    Adbo, Karina
    Linnéuniversitetet, Institutionen för biologi och miljö (BOM).
    Emergent chemistry: The development of abstract thinking in preschool science education2021Inngår i: Research Features, nr August 26Artikkel i tidsskrift (Annet (populærvitenskap, debatt, mm))
    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.

    Fulltekst (pdf)
    FULLTEXT01
  • 30.
    Vidal Carulla, Clara
    et al.
    Linnéuniversitetet, Institutionen för biologi och miljö (BOM).
    Adbo, Karina
    Linnéuniversitetet, Institutionen för biologi och miljö (BOM).
    Motive as an analytical tool to assess preschool children’s focus during science activities.2019Inngår i: Proceedings of the ESERA conference, 2019Konferansepaper (Annet vitenskapelig)
  • 31.
    Vidal Carulla, Clara
    et al.
    Linnéuniversitetet, Institutionen för biologi och miljö (BOM).
    Adbo, Karina
    Linnéuniversitetet, Institutionen för biologi och miljö (BOM).
    Using Cultural-Historical Theory to Design and Assess a Chemistry Play-Based Learning Intervention2019Inngår i: Cultural-Historical Psychology, ISSN 1816-5435, E-ISSN 2224-8935, Vol. 15, nr 4, s. 35-43Artikkel i tidsskrift (Fagfellevurdert)
    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.

  • 32.
    Vidal Carulla, Clara
    et al.
    Linnéuniversitetet, Institutionen för biologi och miljö (BOM).
    Christodoulakis, Nikolaos
    Linnéuniversitetet, Institutionen för biologi och miljö (BOM).
    Adbo, Karina
    Linnéuniversitetet, Institutionen för biologi och miljö (BOM).
    Development of Preschool Children's Executive Functions throughout a Play-Based Learning Approach That Embeds Science Concepts2021Inngår i: International Journal of Environmental Research and Public Health, ISSN 1661-7827, E-ISSN 1660-4601, Vol. 18, nr 2, artikkel-id 588Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    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 children's development. The development of cognitive flexibility or attention shifting readily occurred when there were fictive characters (such as the king and his royal family), but changing perspective toward a nonfictive environment (i.e., taking other children's perspectives) was a more difficult and time-consuming process. This process began in an individual perspective and expanded to acknowledging others' perspectives, then moved toward creating common perspectives or alternative narratives. Results show that science activities can be a bridge for preschool children to transfer their use of executive functions, from fairytales and games toward everyday tasks.

    Fulltekst (pdf)
    FULLTEXT01
  • 33.
    Åkesson Nilsson, Gunilla
    et al.
    Blekinge institute of technology, Sweden.
    Adbo, Karina
    Linnéuniversitetet, Institutionen för biologi och miljö (BOM).
    Exploring the use of Basic Scientific Concepts in Higher Education2021Inngår i: Bidrag från 8:e Utvecklingskonferensen för Sveriges ingenjörsutbildningar / [ed] Helena Håkansson, Karlstad university , 2021, s. 10-17Konferansepaper (Fagfellevurdert)
    Abstract [en]

    The purpose of this study was to exploreengineering students’ ways of solving problems specific formaterial technology and thermodynamics. A writtenquestionnaire was used for data collection. Results show thatestablishing an understanding for fundamental scientific conceptsis a process that takes time. The concepts in focus have been partof the school curricula since the compulsory school level, and formany of the students the concepts were still not established. Theamount of time required to acquire concepts becomes especiallyimportant for discussions concerning a broadened studentrecruitment, where a change in prerequisites for university leveleducation may lead to students who have less understanding forfundamental concepts, and thereby contribute to a reduction in thequality of higher education.

    Fulltekst (pdf)
    fulltext
1 - 33 of 33
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