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首页> 外文期刊>International Journal of STEM Education >Adolescents as agents of healthful change through scientific literacy development: A school-university partnership program in New Zealand
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Adolescents as agents of healthful change through scientific literacy development: A school-university partnership program in New Zealand

机译：青少年通过科学素养发展作为健康变革的推动者：新西兰的学校与大学合作计划

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Abstract Background Scientific literacy development is widely emphasized as the overarching goal of science education. It encompasses development of understanding of the nature of science as well as knowledge, attitudes, and values that contribute to empowering adolescents to engage with and make evidence-based decisions about socioscientific issues. Scientific literacy development is enhanced when learning is contextualized in exploration of socioscientific issues. Noncommunicable diseases (NCDs) associated with a combination of obesity and adverse environmental exposures are examples of pressing health-related SSIs facing the world today. Evidence emerging from the field of Developmental Origins of Health and Disease (DOHaD) has identified adolescence as a key life-phase where population-wide education-based interventions that empower teens to engage in science-based health-promoting behaviors could significantly change the course of this epidemic. To achieve this, learning resources that support scientific and health literacy development contextualized in issues linking NCD risk and DOHaD are required. The Healthy Start to Life Education for Adolescents Project is a school-university partnership program designed to support scientific and health literacy development, knowledge translation, and participant-led actions relating to NCD risk prevention. This study assesses the impact of program participation in a cohort of 11–14-year-olds in New Zealand. Evaluation comprised analysis of individually matched questionnaires, pre-, 3?months, and 12?months post-intervention ( n ?=?201) and 6?months post-intervention interviews ( n ?=?40). Results Positive engagement in science learning occurred. Positive changes in health-related awareness and attitudes 3?months post-intervention were sustained to 12?months. Adolescents reporting pre-intervention dietary behaviors associated with increased obesity risk reported sustained positive behavior changes ( p ? Conclusions We demonstrated that contextualized learning promoting scientific and health literacy development facilitated knowledge translation. This allowed adolescents to decide if, and how, to use scientific evidence in relation to their current and future wellbeing. Exploration of the transferability of scientific and health literacy capabilities, and impacts on future health would enhance understanding of the value of the intervention.
机译：摘要背景科学素养的发展是科学教育的首要目标。它包括对科学本质以及知识，态度和价值观的理解的发展，这些知识，能力和价值观有助于使青少年有能力参与有关社会科学问题的活动并做出循证决策。当在社会科学问题的探索中将学习情境化时，科学素养的发展将得到增强。与肥胖和不利的环境暴露相结合的非传染性疾病（NCD）是当今世界面临的紧迫的与健康相关的SSI的例子。来自健康与疾病的发展起源（DOHaD）领域的证据表明，青春期是关键的生命阶段，基于人口的基于教育的干预措施可以使青少年从事基于科学的健康促进行为，从而可以显着改变这一过程这种流行病。为了实现这一目标，需要学习资源，以支持在将非传染性疾病风险与DOHaD相关联的问题中背景化的科学和健康素养发展。青少年生命健康启动教育项目是一个学校与大学的合作计划，旨在支持科学和健康素养的发展，知识的转化以及与参与者预防NCD风险有关的行动。这项研究评估了计划参与对新西兰11至14岁人群的影响。评估包括在干预前，干预后3个月和12个月（n = 201）和干预后6个月（n = 40）对单独匹配的问卷进行分析。结果积极参与科学学习。干预后3个月，与健康相关的意识和态度的积极变化持续到12个月。报告干预前饮食行为与肥胖风险增加相关的青少年报告其持续的积极行为变化（p？结论我们证明，情境化学习促进科学和健康素养的发展有助于知识翻译。这使青少年能够决定是否以及如何使用科学证据。探究科学和健康素养能力的可转移性及其对未来健康的影响，将有助于加深对干预价值的理解。

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