Building Scientific Literacy in HIV/AIDS Education: A case study of Uganda

Mutonyi, Harriet; Nielsen, Wendy; Nashon, Samson Madera

doi:10.1080/09500690601028925

Cited by 7 publications

(6 citation statements)

References 30 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Sexual health is a controversial science topic that has received little attention in the field of science education, despite its direct relevance to students' lives and communities, although a few science education studies focus on HIV/AIDS education (e.g., Keselman, Kaufman, Kramer, & Patel, 2007; Mutonyi, Nielsen, & Nashon, 2007). Moreover, research from fields such as health education, public health, and curriculum studies indicates that a great deal remains to be learned about how to make school learning about sexual health influence students' real‐life decisions.…”

mentioning

confidence: 99%

Exploring identities to deepen understanding of urban high school students' sexual health decision‐making

2010

View full text Add to dashboard Cite

Sexual health is a controversial science topic that has received little attention in the field of science education, despite its direct relevance to students' lives and communities. Moreover, research from other fields indicates that a great deal remains to be learned about how to make school learning about sexual health influence the real-life choices of students. In order to provide a more nuanced understanding of young people's decision-making, this study examines students' talk about sexual health decision-making through the lens of identities. Qualitative, ethnographic research methods with twenty 12th grade students attending a New York City public school are used to illustrate how students take on multiple identities in relation to sexual health decision-making. Further, the study illustrates how these identities are formed by various aspects of students' lives, such as school, family, relationships, and religion, and by societal discourses on topics such as gender, individual responsibility, and morality. The study argues that looking at sexual health decision-making-and at decision-making about other controversial science topics-as tied to students' identities provides a useful way for teachers and researchers to grasp the complexity of these decisions, as a step toward creating curriculum that influences them. ß

show abstract

mentioning

confidence: 99%

Exploring identities to deepen understanding of urban high school students' sexual health decision‐making

2010

View full text Add to dashboard Cite

show abstract

“…An environment where learners compare their alternative frameworks with the conventional scientific frameworks helps them to perceive cognitive dissonance [48], which facilitates learning or "conceptual change" [49]. A study done in Uganda showed that pupils are capable of challenging and modifying their misconceptions on HIV/AIDS when provided with an appropriate dialogic environment [50]. Where pupils are denied open dialogue, they tend to have persistent misconceptions [51], again, the need for open discussions is indirectly underscored here.…”

Section: Discussionmentioning

confidence: 99%

Untitled

2018

JHS

View full text Add to dashboard Cite

Abstract:The needs of young people in classroom based HIV/AIDS Education in Malawi, have been explored using questionnaires, interviews and document analysis. In contrast to previously reported literature on HIV/AIDS education in Malawi, the present study has drawn pupils' needs directly from the pupils themselves, focussed on classroom practice, and triangulated the various data sets to give a comprehensive narrative of what pupils perceive to be their needs in HIV/AIDS education, and used the same to question the effectiveness of the HIV/AID curricula. Pupils identified the need for open discussion climates on HIV/AIDS issues despite a conservative cultural and religious adult world. They also identified a need for explicit and accurate knowledge on HIV/AIDS issues, opportunities to acquire behavioural skills for HIV prevention, and involvement of external speakers. The wealth of the pupils needs identified in this study suggests lack of effectiveness of the HIV/AIDS curricula. This suggestion however needs to be reinforced with data from classroom observations, teacher questionnaires, and interviews with teachers and education advisers in order to inform effective policy and practice.

show abstract

“…Current research is studying the context of the HIV/AIDS clubs as important places for students to develop socially-relevant, scientifically-accurate knowledge of HIV/AIDS (see also Mutonyi et al 2007).…”

Section: Implications For Teachingmentioning

confidence: 99%