Health Education Concepts in School Biology Textbooks in the United States and Singapore

Ali Tared Aldossari

doi:10.29333/ejmste/10855

Abstract

This study investigates the inclusion of health education concepts in biology textbooks in the United States of America and Singapore. It employs a content analysis methodology to examine biology textbooks, considering the theme as a unit and dividing health concepts into four main fields. The findings for both countries indicate that the field of diseases and epidemics occurred most frequently, followed by disease prevention and treatment, then environment. Finally, food and nutrition occurred least frequently. The overall scores for the textbooks of these two countries, with regard to the inclusion of health concepts, reveal a significant difference in favour of the USA. Based on these findings, the researcher recommends that school textbooks should increase their coverage of health concepts, especially in the fields of the environment and food and nutrition, in order to provide students with more accurate, reliable health information and experiences that are consistent with current needs.

Highlights

AND THEORETICAL FRAMEWORKA characteristic of the third millennium is the integration of knowledge and aspects of real life
This study investigates the inclusion of health education concepts in biology textbooks in the United States of America and Singapore
Because the United States of America (USA) and Singapore rank highly in terms of educational policy, in relation to the adoption of projects and initiatives for developing science and mathematics curricula, this study focuses on textbooks in these countries

Summary

Introduction

A characteristic of the third millennium is the integration of knowledge and aspects of real life This has affected the nature of scientific knowledge itself, especially in the field of health. Education related to health and hygiene is essential because it has the potential to provide individuals with ideas, information and behavioural patterns that integrate scientific knowledge with approved health concepts. This will be reflected in the achievement of health education goals, improved emotional, mental and physical strength (Abdulwahed & Shneif, 2018; Alburdini, 2019) and enhanced happiness and wellbeing (Kolbe, 2019). It can allow learning to be applied in new situations, letting individuals build cumulative knowledge and create positive life experiences (Bruner et al, 2009)

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