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Prokop-Dorner A, Piłat-Kobla A, Ślusarczyk M, Świątkiewicz-Mośny M, Ożegalska-Łukasik N, Potysz-Rzyman A, Zarychta M, Juszczyk A, Kondyjowska D, Magiera A, Maraj M, Storman D, Warzecha S, Węglarz P, Wojtaszek-Główka M, Żabicka W, Bała MM. Teaching methods for critical thinking in health education of children up to high school: A scoping review. PLoS One 2024; 19:e0307094. [PMID: 39024294 PMCID: PMC11257347 DOI: 10.1371/journal.pone.0307094] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/07/2024] [Accepted: 06/28/2024] [Indexed: 07/20/2024] Open
Abstract
According to the World Health Organization, the improvement of people's health literacy is one of the fundamental public health challenges in the 21st century. The key issue in teaching health literacy is to develop critical thinking skills. As health literacy and critical thinking should be developed at school age, we reviewed teaching methods or educational interventions used in empirical studies focused on the development of critical thinking regarding health and implemented by teachers in preschools, primary schools, or secondary schools. We searched seven databases (Medline, Embase, Web of Science, ERIC, ProqQuest, PsycArticles, and CINAHL) from inception to 20 September 2023 for any type of empirical studies. Due to the heterogeneity in interventions and inadequate reporting of results, a descriptive synthesis of studies was performed in addition to quantitative analysis. Of the 15919 initial records, 115 studies were included in the review. Most of the educational interventions focused on lifestyle-related health issues such as substance use, sexual and reproductive health, and nutrition. The popularity of health issues changed over time and depended on the geographical context. Six dimensions that differentiated the teaching methods were identified: central teaching component, central educator, pupils' activity level, teaching context, educational materials, and significance of critical thinking. Many educational interventions did not address the development of critical thinking skills in a comprehensive manner, and the significance of critical thinking varied greatly. Interventions in which critical thinking had high and very high significance applied mainly problem-solving methods and involved pupils' activity. The evidence on the effectiveness of the teaching methods that develop critical thinking is limited because most articles failed to provide detailed information on the teaching methods or did not examine their effects. We recommend that a checklist is developed to facilitate a detailed description of health educational interventions and thus promoting their replicability. Study registration: The protocol of the review was registered in the OSF Registries on 13 January 2022 (doi: https://doi.org/10.17605/OSF.IO/46TEZ).
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Affiliation(s)
- Anna Prokop-Dorner
- Department of Medical Sociology, Chair of Epidemiology and Preventive Medicine, Jagiellonian University Medical College, Kraków, Poland
| | - Aleksandra Piłat-Kobla
- Department of Medical Sociology, Chair of Epidemiology and Preventive Medicine, Jagiellonian University Medical College, Kraków, Poland
| | | | | | | | | | - Marianna Zarychta
- LIGHT Project, Institute of Sociology, Jagiellonian University, Kraków, Poland
| | - Albert Juszczyk
- Medical Faculty Student’s Research Group for Systematic Reviews, Jagiellonian University Medical College, Kraków, Poland
| | - Dominika Kondyjowska
- Medical Faculty Student’s Research Group for Systematic Reviews, Jagiellonian University Medical College, Kraków, Poland
| | - Agnieszka Magiera
- Department of Epidemiology, Chair of Epidemiology and Preventive Medicine, Jagiellonian University Medical College, Kraków, Poland
| | - Małgorzata Maraj
- Department of Hygiene and Dietetics, Chair of Epidemiology and Preventive Medicine, Jagiellonian University Medical College, Kraków, Poland
| | - Dawid Storman
- Department of Hygiene and Dietetics, Chair of Epidemiology and Preventive Medicine, Jagiellonian University Medical College, Kraków, Poland
| | - Sylwia Warzecha
- Department of Hygiene and Dietetics, Chair of Epidemiology and Preventive Medicine, Jagiellonian University Medical College, Kraków, Poland
| | - Paulina Węglarz
- Department of Hygiene and Dietetics, Chair of Epidemiology and Preventive Medicine, Jagiellonian University Medical College, Kraków, Poland
| | - Magdalena Wojtaszek-Główka
- Medical Faculty Student’s Research Group for Systematic Reviews, Jagiellonian University Medical College, Kraków, Poland
| | - Wioletta Żabicka
- Medical Faculty Student’s Research Group for Systematic Reviews, Jagiellonian University Medical College, Kraków, Poland
| | - Małgorzata M. Bała
- Chair of Epidemiology and Preventive Medicine, Jagiellonian University Medical College, Kraków, Poland
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Bentsen P, Bonde AH, Schneller MB, Danielsen D, Bruselius-Jensen M, Aagaard-Hansen J. Danish 'add-in' school-based health promotion: integrating health in curriculum time. Health Promot Int 2020; 35:e70-e77. [PMID: 30500915 DOI: 10.1093/heapro/day095] [Citation(s) in RCA: 16] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/14/2022] Open
Abstract
Schools provide an important setting for health promotion and health education. In countries where health education is not a specific subject, it is typically undertaken by teachers in health-integrating subjects such as biology, home economics or physical education. More ambitious and holistic frameworks and whole school approaches such as health promoting schools have been considered best practice for the past three decades. Recently, more attention has been given to policy initiatives integrating health activities into school curriculum time. This paper discusses potentials and challenges of school-based health promotion applying an 'add-in' approach, that integrates health activities into teachers' curricular obligations without taking time away from them, based on a presentation of three Danish cases. This may serve as a supplement to health promotion activities that have been initiated over and above the day-to-day teaching (add-on). We contend that an 'add-in' approach to school health promotion provides a potential win-win situation where both health and core education stand to gain; makes it possible to reach a wider range of schools; mobilizes additional resources for health promotion; and leads to more sustainable activities. However, potential limitations including not addressing structural aspects of health promotion and reliance on a relatively limited evidence base should also be considered.
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Affiliation(s)
- Peter Bentsen
- Health Promotion, Steno Diabetes Center Copenhagen, The Capital Region of Denmark, Niels Steensens Vej 6, Gentofte, Denmark.,Center for Outdoor Recreation and Education, University of Copenhagen, Noedebevej 77A, Fredensborg, Denmark
| | - Ane H Bonde
- Health Promotion, Steno Diabetes Center Copenhagen, The Capital Region of Denmark, Niels Steensens Vej 6, Gentofte, Denmark
| | - Mikkel B Schneller
- Health Promotion, Steno Diabetes Center Copenhagen, The Capital Region of Denmark, Niels Steensens Vej 6, Gentofte, Denmark
| | - Dina Danielsen
- National Institute of Public Health, University of Southern Denmark, Studiestræde 6, Copenhagen, Denmark
| | - Maria Bruselius-Jensen
- Department of Learning and Philosophy, Center for Youth Research, Aalborg University, A.C. Meyersvænge 15, Copenhagen, Denmark
| | - Jens Aagaard-Hansen
- Health Promotion, Steno Diabetes Center Copenhagen, The Capital Region of Denmark, Niels Steensens Vej 6, Gentofte, Denmark.,MRC Developmental Pathways for Health Research Unit, University of the Witwatersrand, Private Bag 3, WITS, South Africa
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Holmberg C, Larsson C, Korp P, Lindgren EC, Jonsson L, Fröberg A, Chaplin JE, Berg C. Empowering aspects for healthy food and physical activity habits: adolescents' experiences of a school-based intervention in a disadvantaged urban community. Int J Qual Stud Health Well-being 2018; 13:1487759. [PMID: 29972679 PMCID: PMC6032021 DOI: 10.1080/17482631.2018.1487759] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 06/06/2018] [Indexed: 10/28/2022] Open
Abstract
PURPOSE This study aimed to describe adolescents' experiences of participating in a health-promoting school-based intervention regarding food and physical activity, with a focus on empowering aspects. Method: The school was located in a urban disadvantaged community in Sweden, characterized by poorer self-reported health and lower life expectancy than the municipality average. Focus group interviews with adolescents (29 girls, 20 boys, 14-15 years) and their teachers (n = 4) were conducted two years after intervention. Data were categorized using qualitative content analysis. RESULTS A theme was generated, intersecting with all the categories: Gaining control over one's health: deciding, trying, and practicing together, in new ways, using reflective tools. The adolescents appreciated influencing the components of the intervention and collaborating with peers in active learning activities such as practicing sports and preparing meals. They also reported acquiring new health information, that trying new activities was inspiring, and the use of pedometers and photo-food diaries helped them reflect on their health behaviours. The adolescents' experiences were also echoed by their teachers. Conclusions: To facilitate empowerment and stimulate learning, health-promotion interventions targeting adolescents could enable active learning activities in groups, by using visualizing tools to facilitate self-reflection, and allowing adolescents to influence intervention activities.
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Affiliation(s)
- Christopher Holmberg
- Department of Food and Nutrition, and Sport Science, University of Gothenburg, Gothenburg, Sweden
| | - Christel Larsson
- Department of Food and Nutrition, and Sport Science, University of Gothenburg, Gothenburg, Sweden
| | - Peter Korp
- Department of Food and Nutrition, and Sport Science, University of Gothenburg, Gothenburg, Sweden
| | - Eva-Carin Lindgren
- Department of Food and Nutrition, and Sport Science, University of Gothenburg, Gothenburg, Sweden
- School of Health and Welfare, Halmstad University, Halmstad, Sweden
| | - Linus Jonsson
- Department of Food and Nutrition, and Sport Science, University of Gothenburg, Gothenburg, Sweden
| | - Andreas Fröberg
- Department of Food and Nutrition, and Sport Science, University of Gothenburg, Gothenburg, Sweden
| | - John E Chaplin
- Department of Pediatrics, Sahlgrenska Academy, University of Gothenburg and Sahlgrenska University Hospital, Gothenburg, Sweden
| | - Christina Berg
- Department of Food and Nutrition, and Sport Science, University of Gothenburg, Gothenburg, Sweden
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Pang B, Rundle-Thiele SR, Kubacki K. An empirical examination of the ecological and cognitive active commuting framework. HEALTH EDUCATION 2017. [DOI: 10.1108/he-12-2016-0066] [Citation(s) in RCA: 12] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
Purpose
Evidence indicates that active school travel (AST) including walking can effectively lower levels of obesity among school-age children. Yet Queensland has been identified as one of the most inactive states in Australia where only 5 per cent of Years 1 and 5 children engaged in AST on a daily basis. The purpose of this paper is to explain walking to school behaviour among Queensland children by investigating the explanatory potential of the ecological and cognitive active commuting (ECAC) model.
Design/methodology/approach
An online survey of 537 carers in Queensland, Australia was conducted to collect data about demographics and the variables in the ECAC model. Structural equation modelling was used to analyse the ECAC model and the pathways between variables.
Findings
The results indicate that the ECAC model explained 53.4 per cent of the variance in walking to school. Social norms are the dominating factor in the model. Distance to school affects how the ECAC model works by moderating the associations among walking to school behaviours, perceived risks, and social norms.
Practical implications
Changing carers’ social norms and lowering the perceived risks they associate with walking to school should increase the incidence of walking to school in Queensland.
Originality/value
Although the ECAC model was proposed as a comprehensive framework to explain walking to school behaviour, to date, it has not been tested empirically. Informed by a modified ECAC framework this study aims to empirically explore the factors that may be preventing or facilitating Queensland children from walking to school.
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Principled Promotion of Health: Implementing Five Guiding Health Promotion Principles for Research-Based Prevention and Management of Diabetes. SOCIETIES 2017. [DOI: 10.3390/soc7020010] [Citation(s) in RCA: 17] [Impact Index Per Article: 2.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
Background: Based on widespread critique of the moralizing paradigm that has long characterized much of the work conducted within the field of health promotion, Steno Health Promotion Research has developed a comprehensive health promotion approach consisting of five principles that constitute the framework for a new intervention paradigm. The five principles are: (1) A broad and positive health concept; (2) Participation and involvement; (3) Action and action competence; (4) A settings perspective and (5) Equity in health. Objectives: To describe a comprehensive health promotion approach consisting of five principles; to present research and development projects based on this set of principles; and to discuss experiences and results from implementing the health promotion principles in healthcare practices. Results and conclusion: The principle approach enables consolidation of hitherto disparate approaches into a single comprehensive approach. The principles have turned out to be productive and effective “management tools” that have led to new discoveries, but also helped to identify limitations.
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