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ERIC Number: EJ1129187
Record Type: Journal
Publication Date: 2017-Mar
Pages: 13
Abstractor: As Provided
Reference Count: 34
ISBN: N/A
ISSN: ISSN-0017-8969
Promoting Health Literacy in the Classroom
Bruselius-Jensen, Maria; Bonde, Ane Høstgaard; Christensen, Julie Hellesøe
Health Education Journal, v76 n2 p156-168 Mar 2017
Objective: Research has shown that developing health literacy in early life is critical to reducing lifestyle-related diseases, with schools being identified as central settings for this purpose. This paper examines how one classroom-based health educational programme, "IMOVE," helped Danish primary school pupils develop health literacy related to physical activity. It discusses curriculum-integrated health education's contribution to promoting health literacy. Design: Qualitative classroom observation. Setting: "IMOVE" was implemented in 12 school classes (grades 5-7) in four public schools in Copenhagen, Denmark, during the autumn and winter of 2013-2014. Participants numbered 281 pupils and nine teachers. Method: We used Nutbeam's conceptualisation of health literacy as a theoretical framework to assess which levels of health literacy the programme would promote; we assessed these using data derived from 59 "IMOVE" lesson transcripts. Results: "IMOVE" primarily contributed to the development of functional health literacy by building a relational understanding between everyday practice and step numbers. We observed the presence of interactive health literacy in discussions about how pupils and teachers could change their daily practices. Only a limited number of discussions supported the development of critical health literacy. Conclusion: Our findings suggest that educators can successfully integrate health literacy development into classroom-based curriculum teaching, with pupils' own step counts and associated reflections positively influencing learning. However, in this study, classroom teaching was limited to a focus on cognitive skills and only partially supported the development of more critical health literacy skills. Our findings call for further research into approaches to support classroom-based critical health literacy development.
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Denmark