08 SES 02, Normativity and values in health education
The purpose of this study was to compare the HEC in Turkey with HECAT. The main aim of this research was to identify necessary improvements to the curriculum. That would better encourage students to adopt health-enhancing behaviors and skills, also help them to reduce health-risky behaviors.
The following research questions were explored in this study:
1. How does the current Turkish national high school health education curriculum (HEC) meet HECAT criteria?
a. What are the results of comparison of HEC with HECAT?
b. What are the strengths and limitations of the current HEC according to the HECAT criteria?
This research aimed to analyze the Turkish health education curriculm with health education curriculum analysis tool (HECAT) and contribute to develop an effective Turkish health education curriculum.
Kann, Telljohann and Wooley (2007) stated that health education qualifies students with the latent competency to promote them to sustain and develop their wellness and increase control over and avoid health-risky behaviors.
The relationship between healthy behaviors and education has been examined by some researchers in Turkey. Mocan and Altindag (2014) highlighted the importance of schooling and stated that education is a good indicator for being healthy. Similarly, Tansel and Karaoglan (2014) found that education has the strongest effect on all healthy behaviors. In addition, education even has a positive impact on healthy food choices. Both researchers claimed as a conclusion that the well-educated people can distinguish healthy or unhealthy effects of choices except alcohol. Unless otherwise stated, these studies do not explain the effect of the curriculum in particular.
Moreover, no research has yet been conducted that reviews the quality of health education curriculum in Turkey. Therefore, there might be a gap for effective health education in Turkey according to statistical evidence (TURKSTAT, 2014).
Since grade 9 students are about 15 years old, there is a scope and sequence problem through K-12 grades in terms of health education delivery. Existing health education curriculum is delivered only in grade 9 under the name of “health education” for a year, one hour a week, in total 36 hours in not enough to improve healthy behaviors owing to older age and limited time (MoNE, 2012).
This research focused on Turkish national high school health education curriculum (HEC) which is delivered at grade 9 and is called as health education. The study compared HEC with Health Education Curriculum Analysis Tool (HECAT) in terms of Bloom’s Revised Taxonomy’s cognitive domains, health-related concepts and the context. Comparative content analysis of two distinct curricula was conducted in this study.
HEC is a compact curriculum which draws a framework in the education of health. It helps to reduce workload of teacher to teach and assess. Limited objectives and lower Bloom’s taxonomic cognitive load simplify every student to reach every student in the classroom. HEC also challenges teachers to differentiate the curriculum content, and the assessment required to meet individual or community needs. There is a lack of structured and well-organized module system in HEC. Duration and poor organization of entire course limits the teaching of health by HEC. HEC does not have any assessment criteria or rubric.
Centers for Disease Control and Prevention (2012). HECAT: Health education curriculum analysis tool, 2012. Atlanta, GA: CDC. Centers for Disease Control and Prevention (2015, June 17). National health education standards. Retrieved from http://www.cdc.gov/healthyschools/sher/standards/index.htm Kann, L., Telljohann, S. K., & Wooley, S. F. (2007). Health education: Results from the school health policies and programs study 2006. Journal of school health, 77(8), 408-434. Ministry of National Education (2012). Ortaöğretim sağlık bilgisi dersi öğretim programı [Secondary health education course curriculum]. Ankara, Millî Eğitim Bakanlığı, Mesleki ve Teknik Eğitim Genel Müdürlüğü. Mocan, N., & Altindag, D.T. (2014). Education, cognition, health knowledge, and health behavior. The European journal of health economics, 15(3), 265-279. Tansel, A. & Karaoglan, D. (2014, June 20). Health behaviors and education in Turkey. Retrieved from: http://dx.doi.org/10.2139/ssrn.2457105 Turkish Statistics Institute (2014). 2014 Türkiye sağlık araştırması [Turkish health research]. Türkiye istatistik kurumu haber bülteni, 18854, Ankara
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
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