Fostering Conceptual Change and Critical Reasoning About HIV and AIDS
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| Title: | Fostering Conceptual Change and Critical Reasoning About HIV and AIDS |
|---|---|
| Language: | English |
| Authors: | Keselman, Alla, Kaufman, David R., Kramer, Sharon |
| Source: | Journal of Research in Science Teaching. Aug 2007 44(6):844-863. |
| Availability: | John Wiley & Sons, Inc. Subscription Department, 111 River Street, Hoboken, NJ 07030-5774. Tel: 800-825-7550; Tel: 201-748-6645; Fax: 201-748-6021; e-mail: subinfo@wiley.com; Web site: http://www3.interscience.wiley.com/browse/?type=JOURNAL |
| Peer Reviewed: | Y |
| Physical Description: | |
| Page Count: | 20 |
| Publication Date: | 2007 |
| Document Type: | Journal Articles Reports - Descriptive |
| Education Level: | Middle Schools |
| Descriptors: | Intervention, Science Education, Concept Formation, Sexually Transmitted Diseases, Middle Schools, Teaching Methods, Critical Thinking, Thinking Skills, Problem Solving, Pretests Posttests, Health Education, Writing (Composition), Integrated Curriculum |
| DOI: | 10.1002/tea.20173 |
| ISSN: | 0022-4308 |
| Abstract: | One of the challenges of science education is for students to develop scientific knowledge that is personally meaningful and applicable to real-life issues. This article describes a middle-school science intervention fostering adolescents' critical reasoning in the context of HIV by strengthening their conceptual understanding of HIV biology. The intervention included two components: critical reasoning activities that fostered knowledge integration and application to real-world problem solving, and science writing activities that promoted argument building. Two seventh-grade classes participated in the study. One class participated in the critical reasoning and writing activities ("CR&W"); the other class participated in critical reasoning activities only ("CR group"). Results demonstrate significant pre- and posttest improvements on measures of students' HIV knowledge, HIV understanding, and critical reasoning about realistic scenarios in the context of HIV, with the improvements being greater in the CR&W group. The discussion focuses on the role of conceptual knowledge in health reasoning, the role of science writing in fostering knowledge integration, and the benefits of a thinking curriculum approach to integrated health and science education. |
| Abstractor: | Author |
| Entry Date: | 2007 |
| Accession Number: | EJ771638 |
| Database: | ERIC |
| Abstract: | One of the challenges of science education is for students to develop scientific knowledge that is personally meaningful and applicable to real-life issues. This article describes a middle-school science intervention fostering adolescents' critical reasoning in the context of HIV by strengthening their conceptual understanding of HIV biology. The intervention included two components: critical reasoning activities that fostered knowledge integration and application to real-world problem solving, and science writing activities that promoted argument building. Two seventh-grade classes participated in the study. One class participated in the critical reasoning and writing activities ("CR&W"); the other class participated in critical reasoning activities only ("CR group"). Results demonstrate significant pre- and posttest improvements on measures of students' HIV knowledge, HIV understanding, and critical reasoning about realistic scenarios in the context of HIV, with the improvements being greater in the CR&W group. The discussion focuses on the role of conceptual knowledge in health reasoning, the role of science writing in fostering knowledge integration, and the benefits of a thinking curriculum approach to integrated health and science education. |
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| ISSN: | 0022-4308 |
| DOI: | 10.1002/tea.20173 |
