Kohama Natsu, Kawasaki Hiromi, Kukinaka Chieko, Goda Hiromi, Rahman Md Moshiur
Program of Health Sciences, Graduate School of Biomedical and Health Sciences, Hiroshima University, Hiroshima, Japan.
School and Public Health Nursing, Graduate School of Biomedical and Health Sciences, Hiroshima University, Hiroshima, Japan.
SAGE Open Med. 2020 Sep 20;8:2050312120960656. doi: 10.1177/2050312120960656. eCollection 2020.
Creating a diverse and inclusive symbiotic society is specified in the sustainable development goals. In a symbiotic society, support for those who need, it is called "reasonable support." However, it is unclear in the classroom that many children understand "reasonable" as a consideration to support children with special needs. The aim of this study is to identify the actual understanding of junior high school students and the challenges related to genetic diversity through school health teachers in readiness for developing a symbiotic society.
A focus group interview was conducted for five school health teachers working in public junior high schools to identify the perspectives of their feeling about the current understanding of children in regard to genetics and diversity. Participants were recruited who agreed to engage voluntarily in this research. A qualitative descriptive design was used in this study.
The results of the analysis revealed three categories consisting of 67 codes and 10 subcategories. Three categories were identified: I-understanding the heterogeneity and diversity of children's ambivalent minds; II-limitation of school health teachers' involvement in genetics and diversity-related issues; and III-importance for children to understand heterogeneity and diversity to build life skills.
School health teachers remarked on the limitations of learning and teaching genetics and diversity. They paid attention to the flexibility of a child. It suggests that the purpose of genetic education is to develop children's life skills with the flexibility to live in the future. There is a need to consider new genetic education for school health teachers and students to learn about diversity.
可持续发展目标中明确提出要创建一个多元包容的共生社会。在共生社会中，对有需要者的支持被称为“合理支持”。然而，在课堂上，许多孩子是否将“合理”理解为对有特殊需求孩子的一种考量尚不清楚。本研究的目的是通过学校健康教师，确定初中生的实际理解情况以及与基因多样性相关的挑战，为发展共生社会做好准备。
对五名在公立初中工作的学校健康教师进行了焦点小组访谈，以了解他们对当前孩子们在基因和多样性方面理解情况的看法。招募了自愿同意参与本研究的参与者。本研究采用定性描述设计。
分析结果揭示了由67个代码和10个子类别组成的三个类别。确定了三个类别：一、理解孩子们矛盾心理的异质性和多样性；二、学校健康教师在基因和多样性相关问题上参与的局限性；三、孩子们理解异质性和多样性对培养生活技能的重要性。
学校健康教师谈到了基因和多样性学习与教学的局限性。他们关注孩子的灵活性。这表明基因教育的目的是培养孩子们具备适应未来生活的灵活性的生活技能。有必要为学校健康教师和学生考虑新的基因教育，以了解多样性。
