ABS449 - Expansive learning actions in the context of adolescents' health education - Board 41

2.6 Dialogue and the co-construction of knowledge
Part of:
11:00 AM, Wednesday 30 Aug 2017 (1 hour)
Health education is an integral part of the Québec Education Program and is deployed as a Broad Area of Learning and more specifically in the grade 9 Science and Technology class. According to the program objective, knowledge of the human body should help students to take responsibility for their own health and to make healthy lifestyle choices (MELS, 2007). Health education strategies reaching this goal are inspired by active methods and rely on students’ interest as much as their involvement in the learning process. However, there is a gap between the change initiatives in health education and how they are implemented in schools, mainly concerning changes in teaching practices. Socio-scientific issues (SSI) are open-ended, complex and controversial questions dealing with multidisciplinary aspects (i.e. scientific, economic, politic and social) (Sadler, 2011). We wish to see how Science and Technology teachers engage themselves in working with a SSI in class to break up with lecture-based teaching and to promote informed decisions making skills among students. We will rely on Engeström’s expansive learning framework and the Change Laboratory Methodology (Virkkunen & Newnham, 2013) to better understand the emerging contradictions and the actions teachers have to take in order to overcome them.
Université Laval
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