Addressing Complexity in Science|Environment|Health Pedagogy

Zeyer, Albert; Álvaro, Nuria; Arnold, Julia; Benninghaus, Jens Christian; Hasslöf, Helen; Kremer, Kerstin; Lundström, Mats; García-Berlanga, Olga Mayoral; Sjöström, Jesper; Sprenger, Sandra; Catalán, Valentín Gavidia; Keselman, Alla

doi:10.1007/978-3-030-17219-0_10

Cited by 6 publications

(8 citation statements)

References 36 publications

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“…Science-Environment-Health pedagogy necessarily deals with complex systems in which students have to develop the "art of decision making" [64]. Along this paper we have been working with global and interrelated concepts under construction and in continuous evolution, building a multifaceted model dealing with aspects such as hunger or overconsumption, considered as part of social sustainability.…”

Section: Discussionmentioning

confidence: 99%

Development of Environmental Health Competencies through Compulsory Education. A Polyhedral Approach Based on the SDGs

et al. 2020

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This paper focuses on the competencies in environmental health acquired by students during compulsory education. Questionnaires addressing environmental health problems were completed by 923 students of primary and secondary schools from five different Spanish regions. The results for five challenging situations related to hunger, consumerism, climate change, pollution in the cities and allergies are analysed according to the internal coherence of each sub-competency, i.e., addressing knowledge, skills and attitudes towards these topics. Our results show that problems related to air and water pollution were the most commonly described by the students. Focusing on competency achievement, the higher the educational level, the higher the score students obtained, especially regarding pollution and climate change, two problems that appear directly in the school curriculum. The complexity of the concept of environmental health matches with the necessary holistic perspective of the Sustainable Development Goals in a polyhedral approach including as many factors (facets) as necessary to complete the approach to this evolving concept.

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Section: Discussionmentioning

confidence: 99%

Development of Environmental Health Competencies through Compulsory Education. A Polyhedral Approach Based on the SDGs

et al. 2020

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“…In the S|E|H movement, complexity has become a core issue [29,30]. Living organisms are non-linear, self-organizing systems that are involved in open exchanges of energy and matter with the environment.…”

Section: Science|environment|healthmentioning

confidence: 99%

Science|Environment|Health, One Health, Planetary Health, Sustainability, and Education for Sustainable Development: How Do They Connect in Health Teaching?

Heuckmann

Zeyer

2022

Sustainability

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In this paper, we explore Science|Environment|Health, One Health, Planetary Health, and Sustainability/Education for Sustainable Development in the context of the 2030 Agenda as four major frameworks that take a step toward investigating health from different angles to tackle the grand challenges that lie ahead of humanity. In most of these frameworks, the topic of health is no longer limited to the health of humans; it also encompasses the health of ecosystems and planetary systems. Therefore, our ways of teaching and discussing health in science education may need to be adjusted. To this aim, we first shortly characterize the four frameworks and then analyze the concepts of health, the contributing sciences, and the role of values in the frameworks. In our opinion, three main questions have to be settled: (1) Which concept of health lies at the root of each framework? (2) Which sciences should be considered when teaching about health, and what role will they take in an interdisciplinary, integrative approach and under complexity restraints? (3) What is the role of values in these frameworks, and how can the is–ought fallacy be avoided? We finally discuss our findings in light of the concept of two-eyed seeing in science education. This concept helps us disentangle and sharpen the three main questions and draw implications for teaching about health in school science.

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“…Other studies, however, point to the exact opposite (e.g., [54,55]). Reasons for this inconsistency can be found in the subject matter and its complexity, as well as in the process of human decision-making [56].…”

Section: Theoretical Backgroundmentioning

confidence: 99%

“…The proposed three-dimensionality has been tested, and it was shown that health knowledge concerning the reduction of sugar consumption in favor of type 2 diabetes prevention could be treated as three-dimensional, hence consisting of SK, AK, and EK [56]. Since this three-dimensionality of health knowledge was derived from theory and adopted in a model for decision-making [23], it needs validation.…”

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confidence: 99%

The Importance of Different Knowledge Types in Health-Related Decisions—The Example of Type 2 Diabetes

Arnold

2020

Sustainability

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Noncommunicable diseases (NCDs, e.g., type 2 diabetes) are a burden to humanity and hence addressed in the Sustainable Development Goals (SDGs) (target 3.4). One way of tackling NCDs is by health education as part of science education. Yet, the role of knowledge for health-promoting actions, and thus, the role of science teaching in health education, is not sufficiently clarified. Therefore, the author proposes to differentiate three knowledge types: System Health Knowledge (SK), Action-related Health Knowledge (AK), and Effectiveness Health Knowledge (EK). Accordingly, we designed a questionnaire that asked students to evaluate different questions about sugar consumption and type 2 diabetes according to their relevance for deciding their future sugar consumption. We found that students considered all questions as rather important (3-4.3, out of 5) with an assigned mean importance for SK with a mean of 3.8, for AK with a mean of 4.0, and for EK with a mean of 3.9. This research indicates that knowledge is important for decision-making and that all three types of knowledge should be recognized in health education.Sustainability 2020, 12, 3396 2 of 12 sugar (e.g., in sugar-sweetened beverages [7]) and alcohol. On the one hand, the reasons for these behaviors are conditioned by the environment or setting and socioeconomic status. On the other hand, individual motivational factors (e.g., attitudes, needs, values) and, in many places, the role of knowledge, are discussed as potential causes for (un)healthy behavior [8] (Figure 1). Sustainability 2020, 12, x FOR PEER REVIEW 2 of 12 factors (e.g., attitudes, needs, values) and, in many places, the role of knowledge, are discussed as potential causes for (un)healthy behavior [8] (Figure 1).

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Addressing Complexity in Science|Environment|Health Pedagogy

Cited by 6 publications

References 36 publications

Development of Environmental Health Competencies through Compulsory Education. A Polyhedral Approach Based on the SDGs

Development of Environmental Health Competencies through Compulsory Education. A Polyhedral Approach Based on the SDGs

Science|Environment|Health, One Health, Planetary Health, Sustainability, and Education for Sustainable Development: How Do They Connect in Health Teaching?

The Importance of Different Knowledge Types in Health-Related Decisions—The Example of Type 2 Diabetes

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