ERIC Number: ED162967
Record Type: RIE
Publication Date: 1978
Reference Count: N/A
Learning--Feeling--Doing: Designing Creative Learning Experiences for Elementary Health Education.
Scott, Gwendolyn D.; Carlo, Mona W.
The dynamics of health education are encompassed in understanding human behavior (its causes and consequences), and this book seeks to outline learning experiences that will correspond to specific behavioral objectives relating to health education. The systematic planning and instructional design center around 11 concepts: (1) Growth and development influence and are influenced by the structure and functioning of the individual; (2) Growing and developing follow a predictable sequence yet are unique for each individual; (3) Protection and promotion of health are individual, community, and international responsibilities; (4) The potential for hazards and accidents exists, whatever the environment; (5) There are reciprocal relationships involving man, disease, and environment; (6) The family serves to perpetuate man and fulfill certain health needs; (7) Personal health practices are affected by a complexity of forces, often conflicting; (8) Utilization of health information, products, and services is guided by values and perceptions; (9) The use of substances that modify mood and behavior arises from a variety of motivations; (10) Food selection and eating patterns are determined by physical, social, mental, economic and cultural factors; and (11) Emotional health is influenced by interpersonal relationships and enhanced by an understanding of the factors affecting behavior. Each concept is divided between lower and upper elementary levels for instructional purposes. (DS)
Descriptors: Behavior, Behavioral Objectives, Elementary Education, Health Education, Instructional Design, Learning Activities, Learning Experience, Learning Processes, Teaching Guides
Prentice-Hall, Inc., 200 Old Tappan Road, Old Tappan, New Jersey 07675 MOS ($12.95)
Publication Type: Guides - General
Education Level: N/A
Authoring Institution: N/A