Promoting Health Literacy in the Classroom

Autor/inn/en	Bruselius-Jensen, Maria; Bonde, Ane Høstgaard; Christensen, Julie Hellesøe
Titel	Promoting Health Literacy in the Classroom
Quelle	In: Health Education Journal, 76 (2017) 2, S.156-168 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0017-8969
DOI	10.1177/0017896916653429
Schlagwörter	Literacy; Health Promotion; Health Education; Life Style; Diseases; Guidelines; Teaching Methods; Elementary School Students; Public Schools; Foreign Countries; Physical Activities; Qualitative Research; Observation; Lesson Plans; Educational Change; Cognitive Development; Educational Research; Critical Literacy; Correlation; Denmark + Suchen Sie Ihr Suchwort? Alphabetisierung; Schreib- und Lesefähigkeit; Gesundheitsfürsorge; Gesundheitshilfe; Reihenuntersuchung; Gesundheitsaufklärung; Gesundheitsbildung; Gesundheitserziehung; Lebensstil; Disease; Krankheit; Richtlinien; Teaching method; Lehrmethode; Unterrichtsmethode; Public school; Öffentliche Schule; Ausland; Qualitative Forschung; Beobachtung; Lesson planning; Unterrichtsplanung; Bildungsreform; Kognitive Entwicklung; Bildungsforschung; Pädagogische Forschung; Kritisches Lesen; Korrelation; Dänemark
Abstract	Objective: Research has shown that developing health literacy in early life is critical to reducing lifestyle-related diseases, with schools being identified as central settings for this purpose. This paper examines how one classroom-based health educational programme, "IMOVE," helped Danish primary school pupils develop health literacy related to physical activity. It discusses curriculum-integrated health education's contribution to promoting health literacy. Design: Qualitative classroom observation. Setting: "IMOVE" was implemented in 12 school classes (grades 5-7) in four public schools in Copenhagen, Denmark, during the autumn and winter of 2013-2014. Participants numbered 281 pupils and nine teachers. Method: We used Nutbeam's conceptualisation of health literacy as a theoretical framework to assess which levels of health literacy the programme would promote; we assessed these using data derived from 59 "IMOVE" lesson transcripts. Results: "IMOVE" primarily contributed to the development of functional health literacy by building a relational understanding between everyday practice and step numbers. We observed the presence of interactive health literacy in discussions about how pupils and teachers could change their daily practices. Only a limited number of discussions supported the development of critical health literacy. Conclusion: Our findings suggest that educators can successfully integrate health literacy development into classroom-based curriculum teaching, with pupils' own step counts and associated reflections positively influencing learning. However, in this study, classroom teaching was limited to a focus on cognitive skills and only partially supported the development of more critical health literacy skills. Our findings call for further research into approaches to support classroom-based critical health literacy development. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01