Addressing Health Literacy Challenges With a Cutting-Edge Infectious Disease Curriculum for the High School Biology Classroom.
Addressing Health Literacy Challenges With a Cutting-Edge Infectious Disease Curriculum for the High School Biology Classroom.
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DOI：
10.1177/1090198115596163
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发表时间：
2016-02
期刊：
影响因子：
--
通讯作者：
Meiri K
中科院分区：
文献类型：
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作者：
Jacque B;Koch-Weser S;Faux R;Meiri K
本研究报告了对以传染病 (ID) 为重点的创新高中生物学课程的评估数据的二次分析，以检验 21 世纪健康科学背景下教学主张评估、数据解释和风险评估技能对健康素养的影响。该课程于 2010 年至 2013 年间在四所公立高中（三所位于马萨诸塞州，一所位于俄亥俄州）以及弗吉尼亚州的一所私立学校的生物 II 课程中实施。采用准实验设计，将学生参与者 (n = 273) 与年龄匹配的非参与者同龄人组 (N = 125) 进行比较。每个学校环境中的参与者都表现出概念性内容知识（Cohen's d > 1.89）以及理解如何将科学原理应用于健康声明评估和风险评估（Cohen's d > 1.76）以及学习ID的自我效能感（Cohen's d > 2.27）的提高。相对于对照组，参与者在社交网络中还表现出增强的关于 ID 的交流 (p < .05)。数据显示，将对 21 世纪健康素养至关重要的主张评估、数据解释和风险评估技能整合到高中生物课堂中，可有效培养不同人群与健康素养学习相关的技能和自我效能。
This study reports the secondary analysis of evaluation data from an innovative high school biology curriculum focused on infectious disease (ID) to examine the health literacy implications of teaching claims evaluation, data interpretation, and risk assessment skills in the context of 21st-Century health science. The curriculum was implemented between 2010 and 2013 in Biology II classes held in four public high schools (three in Massachusetts and one in Ohio), plus a private school in Virginia. A quasi-experimental design was used in which student participants (n = 273) were compared to an age-matched, nonparticipant, peer group (N = 125). Participants in each school setting demonstrated increases in conceptual content knowledge (Cohen’s d > 1.89) as well as in understanding how to apply scientific principles to health claims evaluation and risk assessment (Cohen’s d > 1.76) and in self-efficacy toward learning about ID (Cohen’s d > 2.27). Participants also displayed enhanced communication about ID within their social networks relative to the comparison group (p < .05). The data show that integrating the claims evaluation, data interpretation, and risk assessment skills critical for 21st-century health literacy health into high school biology classrooms is effective at fostering both the skills and self-efficacy pertinent to health literacy learning in diverse populations.