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Health science education in primary schools: evaluation of procedures and results

Reiss, MJ; (2015) Health science education in primary schools: evaluation of procedures and results. In: Giuseppe, M, (ed.) Proceedings of the International Workshop on Health Science Education in Primary Schools 2015. Atti dei Convegni Lincei: Rome, Italy. Green open access

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Abstract

Health education is an important component of school education, one that can be defended by an analysis of what the aims of education should be. Yet it is often undervalued by schools and suffers in competition with other subjects. Teaching health education well makes many demands on a teacher, and these differ for primary and secondary teachers. This paper examines the place of health education in the primary curriculum and discusses what is meant by good health and how a school might structure its curriculum and pedagogy to enhance the health of it students. It is important to evaluate health education interventions. I discuss the place of evaluation of procedures and of results and of formative and summative evaluation. The benefits of evaluation are stressed, along with action research and long-term studies.

Type: Proceedings paper
Title: Health science education in primary schools: evaluation of procedures and results
Event: International Workshop Health Science Education in Primary Schools - 2015
Location: Rome
Dates: 15 May 2015 - 15 May 2015
Open access status: An open access version is available from UCL Discovery
Publisher version: http://www.interacademies.net/ProjectsAndActivitie...
Language: English
Additional information: This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions.
UCL classification: UCL
UCL > Provost and Vice Provost Offices > School of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Curriculum, Pedagogy and Assessment
URI: https://discovery.ucl.ac.uk/id/eprint/10028142
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