Adolescents’ learning and experiences of solving the need for dietary supplementation through socioscientific issue (SSI) method

Abstract

Purpose -The purpose of this paper is to assess the socioscientific issue (SSI) method as a way of improving seventh graders' nutrition know-how on dietary supplements (DS), and to describe how students experience learning nutritional issues through the SSI method. Design/methodology/approach -Participants were seventh graders from three different classes (n ¼ 43). Health education intervention lasted 7 h and it embodied the three-staged model: the scenario, the inquiry and the decision-making stages. The study was qualitative in nature. The data were collected through a questionnaire before and after the intervention. The data were analyzed using summative content analysis. Findings -Intervention tended to deepen students' know-how on vitamins and rational use of DS. Students' experiences of learning nutritional issues through the SSI method were generally positive. The scenario stage was considered current and authentic. The inquiry stage and decision-making stage helped in understanding the societal connections between the study task and the rational use of DS. Practical implications -SSI method enhances students' knowledge about the rational use of DS. E-learning environment gave students possibilities to work collaboratively. Especially, possibilities to discuss with peers and share own experiences supported learning. Originality/value -To solve the need of dietary supplements (DS) is a complex nutritional issue for society and for individuals. Since consumption of special diets has increased among adolescents, the rational consumption of DS is relevant and interesting learning topic at secondary school.

Teaching methods for critical thinking in health education of children up to high school: A scoping review

“…Most studies conducted in Europe concerned lifestyle, including both nutrition and/or physical activity interventions [ 7 , 9 , 11 , 22 , 24 , 46 , 91 , 97 , 103 , 106 , 109 , 126 , 134 ], public health [ 8 , 12 , 13 , 29 , 47 , 88 , 101 , 105 , 139 ], and psychoactive substance use [ 7 , 15 , 48 , 51 , 84 , 114 , 122 ]. Four papers concerned somatic health [ 22 , 30 , 97 , 125 ] and five–mental health [ 68 , 97 , 99 , 109 , 113 ].…”

“…Slightly less studies (27; 23,5%) tested an intervention on nutrition (23,5%) [ 8 , 11 , 16 , 17 , 22 , 23 , 46 , 57 , 60 , 77 , 87 , 89 , 91 , 96 , 97 , 103 , 109 , 110 , 112 , 123 , 125 , 126 , 135 , 140 – 142 ]. Public health problems, such as health care [ 21 ], violence [ 13 , 18 , 78 ], global health [ 8 ], organ donation [ 88 ], anti-microbial resistance [ 107 ], zoonosis [ 101 ], use of medicine [ 12 ], and bioethical dilemmas linked to health [ 47 ], social inequalities [ 31 ] were taught in 25% of reported interventions.…”

“…Typically, the practice-oriented methods were dedicated to developing either cognitive skills and emotional regulation or manual abilities and physical fitness. The former was used when fostering the skills of goal setting [ 77 , 85 , 87 , 100 , 137 ], decision-making [ 12 , 25 , 27 , 29 , 46 , 61 , 70 – 72 , 74 , 76 , 77 , 80 , 84 , 85 , 89 , 97 , 102 , 111 , 120 , 123 , 126 , 134 – 136 , 138 ], stress management [ 85 , 99 ], peer pressure resistance [ 21 , 61 , 80 , 85 , 95 ], emotions regulation [ 85 , 89 ], peaceful conflict resolution techniques [ 29 , 111 , 139 ], differentiating healthy from unhealthy practice [ 11 , 92 , 123 , 134 , 135 ], assertiveness [ 87 , 111 ], as well as values clarification and/or self-monitoring [ 46 ,…”

“…Pupils use “triggers” from a case study or scenario to define their own learning objectives. These methods include case study analysis [ 11 , 13 , 66 , 69 – 72 , 88 , 115 , 116 , 130 , 133 ], problem-based learning [ 89 , 110 , 122 , 123 , 125 ], collaborative scenario-based discussions [ 11 , 123 ], storytelling [ 84 , 110 ], debate [ 52 , 91 , 136 ], Socratic questions [ 52 , 95 ], brainstorming [ 7 , 13 , 14 , 64 , 84 , 133 ], and educational games [ 16 , 17 , 52 , 74 , 84 , 85 , 91 , 95 , 116 , 118 , 126 , 134 , 137 ].…”

Teaching about the COVID-19 Pandemic. (c2022)

“…Further studies have explored the SSI teaching practices for middle and secondary science teachers (Hancock et al, 2019;Carson & Dawson, 2016). Therefore, despite the growing number of research studies that investigate how pre-service and in-service science teachers can teach SSI in middle and secondary schools (Genel & Topçu, 2016;Karkkainen, 2019;Lee et al, 2019), how inservice science teachers teach SSI for elementary students needs further inquiry.…”