The old ways are the old ways: Chinese medicine care in Canadian Indigenous communities

Abstract

In this chapter, the authors argue that the school science classroom should help students deal with complex real-life information about health and disease. They also discuss means by which curriculum and instruction in science education can be tied to these issues. The chapter reviews opportunities and challenges presented to individuals by the expectations of participatory health care, focusing on models of health literacy that can help understand and address the challenges. The authors argue that the problem of ensuring effective information use often lies in a transmission approach to health information provision. Transmitted knowledge is often not understood nor applied, as demonstrated in studies of human papillomavirus vaccination education. An alternative to knowledge transmission is the approach that aims to foster critical literacy, which is grounded in critical thinking essential to the practice of science. The chapter reviews a number of interdisciplinary science education activities that introduce health issues in the context of biology, physics, and chemistry education, ensuring deep understanding needed for developing critical literacy. It also discusses science education approaches and theories that encourage the development of deep, culturally meaningful science knowledge. Finally, the chapter reviews professional development and the role of various professionals, including teachers and librarians, in the collaborative endeavor of effective health information provision.