Begoray Deborah L, Banister Elizabeth
Faculty of Education, University of Victoria, Victoria, British Columbia, Canada.
Health Care Women Int. 2005 Apr;26(4):295-307. doi: 10.1080/07399330590925808.
Learning and teaching are main concepts within health contexts, but curriculum theory is generally overlooked in the design of health education. In this paper, we describe the curriculum development component of a health research study designed to develop and present educational interventions for adolescent girls. Through the use of these interventions, we encouraged the girls to recognize and address potential health compromises in their dating relationships. By blending our disciplinary approaches of nursing and education to address the challenges of this research, we developed a curriculum that would effectively meet the needs of the participants. To do this, we assessed humanistic, social reconstructionist, technological, and academic curriculum approaches to determine that our approach is one of social reconstruction. We then considered teacher-centered, learner-centered, and problem-centered curriculum designs, choosing both learner and problem centered, and analyzed six dimensions of these designs. We describe these approaches, designs, and dimensions of curriculum considering pedagogical issues, criteria for evaluation, and appropriateness to educational health intervention programs.
学习与教学是健康领域中的主要概念，但在健康教育设计中，课程理论通常被忽视。在本文中，我们描述了一项健康研究的课程开发部分，该研究旨在为青春期女孩开发并呈现教育干预措施。通过使用这些干预措施，我们鼓励女孩们认识并应对她们恋爱关系中潜在的健康问题。通过融合护理和教育的学科方法来应对这项研究的挑战，我们开发了一门能够有效满足参与者需求的课程。为此，我们评估了人文主义、社会重建主义、技术和学术课程方法，以确定我们的方法属于社会重建方法之一。然后，我们考虑了以教师为中心、以学习者为中心和以问题为中心的课程设计，选择了以学习者和问题为中心的设计，并分析了这些设计的六个维度。我们结合教学问题、评估标准以及对教育健康干预项目的适用性，描述了这些课程方法、设计和维度。
