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dc.contributor.authorPaakkari, Leena
dc.contributor.authorPaakkari, Olli
dc.date.accessioned2013-08-09T07:26:19Z
dc.date.available2013-08-09T07:26:19Z
dc.date.issued2012
dc.identifier.citationPaakkari, L., & Paakkari, O. (2012). Health literacy as a learning outcome in schools. <i>Health Education</i>, <i>112</i>(2), 133-152. <a href="https://doi.org/10.1108/09654281211203411" target="_blank">https://doi.org/10.1108/09654281211203411</a>
dc.identifier.otherCONVID_19956359
dc.identifier.otherTUTKAID_42365
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/41942
dc.description.abstractPurpose: The aim of this paper is to define health literacy as a learning outcome in schools, and to describe the learning conditions that are relevant for targeting health literacy. Design/methodology/approach: The paper draws on theoretical and empirical educational literature, and also the experiences of the authors. Findings: Health literacy is defined as consisting of five core components: theoretical knowledge, practical knowledge, critical thinking, self-awareness, and citizenship. The first three components are rather similar to the commonly-accepted health literacy concept, but the definition given in this paper expands the concept via two additional – but essential – components. It is emphasized that when one is aiming to develop students' internal capacity to construct their own meanings regarding health topics, these two additional components are called for. The paper argues that one of the main aims of health teaching in schools should be to foster students' ability to define their own beliefs, identity and social relations. Moreover, if it is desired that students should become responsible citizens, acting in an ethically responsible way, competencies such as ethical reflection skills should be developed in schools. The paper also highlights the fact that the development of certain health literacy components calls for particular kinds of learning conditions. Originality/value: The paper identifies the core components of health literacy as a learning outcome and gives practical examples of means to achieve a particular target.fi
dc.language.isoeng
dc.publisherEmerald Group Publishing Limited
dc.relation.ispartofseriesHealth Education
dc.subject.otherterveyden lukutaito
dc.subject.otherkoulu
dc.subject.otherschools
dc.subject.otherpersonal health
dc.titleHealth literacy as a learning outcome in schools
dc.typearticle
dc.identifier.urnURN:NBN:fi:jyu-201308092131
dc.contributor.laitosTerveystieteiden laitosfi
dc.contributor.laitosDepartment of Health Sciencesen
dc.contributor.oppiaineTerveyskasvatusfi
dc.contributor.oppiaineHealth Promotion and Health Educationen
dc.type.urihttp://purl.org/eprint/type/JournalArticle
dc.date.updated2013-08-09T03:30:10Z
dc.type.coarjournal article
dc.description.reviewstatuspeerReviewed
dc.format.pagerange133-152
dc.relation.issn0965-4283
dc.relation.numberinseries2
dc.relation.volume112
dc.type.versionacceptedVersion
dc.rights.copyright© Emerald Group Publishing Limited. This is an author's final draft version of an article whose final and definitive form has been published by Elsevier.
dc.rights.accesslevelopenAccessfi
dc.subject.ysoterveysosaaminen
dc.subject.ysooppiminen
dc.subject.ysoterveyskasvatus
dc.subject.ysoopiskelijat
jyx.subject.urihttp://www.yso.fi/onto/yso/p26366
jyx.subject.urihttp://www.yso.fi/onto/yso/p2945
jyx.subject.urihttp://www.yso.fi/onto/yso/p12733
jyx.subject.urihttp://www.yso.fi/onto/yso/p16486
dc.relation.doi10.1108/09654281211203411


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