Components of teachers’ perceptions of Health Literacy in science education
Authors
- Claudia Almada-Leite (ES) Departamento de Didáctica y Organización Educativa. Facultad de Ciencias de la Educación. Universidad de Sevilla https://orcid.org/0000-0001-5756-5924
- Carlos Marcelo García (ES) Departamento de Didáctica y Organización Educativa. Facultad de Ciencias de la Educación. Universidad de Sevilla
Abstract
Health Literacy plays a vital role in developing competencies that promote health and well-being within the school context, representing an integrative and cross-curricular pedagogical dimension. This study examined the percep-tions of Science teachers (Biology, Physics, Mathematics, and Chemistry) from lower and upper secondary educa-tion in Brazil regarding the integration of Health Education into their teaching practices. The research employed a qualitative approach with an exploratory–descriptive design, supported by a theoretical framework grounded in the guidelines of the World Health Organization, the COMSAL Project, and recent Latin American literature. Semi-structured interviews were conducted with twenty-five teachers, and data were analyzed through open, axial, and selective coding. The findings revealed three main components in teachers’ perceptions: relevance, strategies, and challenges—and identified four types of didactic–pedagogical strategies: active, thematic, intersectoral, and disciplinary. In the latter case, Biology adopts a holistic approach; Physics focuses on safety and occupational health; Mathematics draws on statistical data analysis; and Chemistry explores the effects of substances on the human body and the environment. The main challenges include limited specific training and a lack of institutional support. The study concludes that strengthening Health Literacy in schools requires educational policies that value teachers’ initial and continuing education and ensure sufficient resources and infrastructure to promote health and well-being in school settings.
Keywords: Health Literacy, Science Teachers' Perceptions, Science Education, Teacher Education and Professional Development, School Health Education.
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