Addressing Health Literacy Challenges with a Cutting-Edge Infectious Disease Curriculum for the High School Biology Classroom

Autor/inn/en	Jacque, Berri; Koch-Weser, Susan; Faux, Russell; Meiri, Karina
Titel	Addressing Health Literacy Challenges with a Cutting-Edge Infectious Disease Curriculum for the High School Biology Classroom
Quelle	In: Health Education & Behavior, 43 (2016) 1, S.43-53 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1090-1981
DOI	10.1177/1090198115596163
Schlagwörter	Health; Literacy; Biology; Science Instruction; High School Students; Self Efficacy; Curriculum; Instructional Innovation; Risk Assessment; Quasiexperimental Design; Communicable Diseases; Scientific Principles; Teaching Methods; Curriculum Implementation; Social Networks; Skill Development; Health Education; Formative Evaluation; Outcomes of Education; Health Promotion; Pretests Posttests; Massachusetts; Ohio; Virginia + Suchen Sie Ihr Suchwort? Gesundheit; Alphabetisierung; Schreib- und Lesefähigkeit; Biologie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Self-efficacy; Selbstwirksamkeit; Curricula; Lehrplan; Rahmenplan; Educational Innovation; Bildungsinnovation; Risikoabschätzung; Contagious disease; Contagious diseases; Communicable disease; Infektionskrankheit; Teaching method; Lehrmethode; Unterrichtsmethode; Social network; Soziales Netzwerk; Kompetenzentwicklung; Qualifikationsentwicklung; Gesundheitsaufklärung; Gesundheitsbildung; Gesundheitserziehung; Lernleistung; Schulerfolg; Gesundheitsfürsorge; Gesundheitshilfe; Reihenuntersuchung; Master-Studiengang
Abstract	This study reports the secondary analysis of evaluation data from an innovative high school biology curriculum focused on infectious disease (ID) to examine the health literacy implications of teaching claims evaluation, data interpretation, and risk assessment skills in the context of 21st-Century health science. The curriculum was implemented between 2010 and 2013 in Biology II classes held in four public high schools (three in Massachusetts and one in Ohio), plus a private school in Virginia. A quasi-experimental design was used in which student participants (n = 273) were compared to an age-matched, nonparticipant, peer group (N = 125). Participants in each school setting demonstrated increases in conceptual content knowledge (Cohen's d > 1.89) as well as in understanding how to apply scientific principles to health claims evaluation and risk assessment (Cohen's d > 1.76) and in self-efficacy toward learning about ID (Cohen's d > 2.27). Participants also displayed enhanced communication about ID within their social networks relative to the comparison group (p < 0.05). The data show that integrating the claims evaluation, data interpretation, and risk assessment skills critical for 21st-century health literacy health into high school biology classrooms is effective at fostering both the skills and self-efficacy pertinent to health literacy learning in diverse populations. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01