Modell zur reflexiven gesundheitsbezogenen Handlungsfähigkeit aus biologiedidaktischer Perspektive

Arnold, Julia; Dannemann, Sarah; Gropengießer, Ilka; Heuckmann, Benedikt; Kahl, Lea; Schaal, Sonja; Schaal, Steffen; Schlüter, Kirsten; Schwanewedel, Julia; Simon, Uwe K.; Spörhase, Ulrike

doi:10.1002/biuz.201970410

Cited by 10 publications

(11 citation statements)

References 1 publication

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“…At the same time, teaching about health should avoid the is-ought fallacy. This is particularly important in science education, which is not primarily concerned with promoting a specific type of healthy behavior; rather, it fosters the ability to reflect and act in line with scientific knowledge and personal health values [71]. This approach avoids health indoctrination and instrumentalization of students in the science classroom.…”

Section: Values and 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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Section: Values and 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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“…At the same time, teaching about health should avoid the is-ought fallacy. This is particularly important in science education, which is not primarily concerned with promoting a specific type of healthy behavior; rather, it fosters the ability to reflect and act in line with scientific knowledge and personal health values (Arnold et al, 2019). This approach avoids health indoctrination and instrumentalization of students in the science classroom.…”

Section: Values and Healthmentioning

confidence: 99%

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

Heuckmann¹,

Zeyer²

2022

Preprint

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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 Agenda 2030 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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“…Health education has a long tradition in science and biology teaching, as scientific/biological facts, relationships, and principles play a central role in understanding organ functions and the body as a system. However, the role of knowledge for the following health-promoting action or the decision for this, and thus, the role of science and biology teaching in health education, is not yet sufficiently clarified [8].…”

Section: Theoretical Backgroundmentioning

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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Modell zur reflexiven gesundheitsbezogenen Handlungsfähigkeit aus biologiedidaktischer Perspektive

Cited by 10 publications

References 1 publication

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

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

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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