The Problem-Based Learning (PBL) of Biology for Promoting Health Literacy in Secondary School Students

Item request has been placed! ×
Item request cannot be made. ×
loading   Processing Request
Read More Add to Saved list
  • Author(s): Suwono, Hadi (ORCID Suwono, Hadi (ORCID 0000-0001-6134-821X); Permana, Tutut; Saefi, Muhammad; Fachrunnisa, Rifka (ORCID Fachrunnisa, Rifka (ORCID 0000-0002-3816-9827)
  • Language:
    English
  • Source:
    Journal of Biological Education. 2023 57(1):230-244.
  • Publication Date:
    2023
  • Document Type:
    Journal Articles
    Reports - Research
  • Additional Information
    • Availability:
      Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
    • Peer Reviewed:
      Y
    • Source:
      15
    • Education Level:
      Secondary Education
      Grade 10
      High Schools
    • Subject Terms:
      Problem Based Learning; Biology; Health Education; Secondary School Students; Curriculum Development; Foreign Countries; Grade 10; Medical Education
    • Subject Terms:
      Indonesia
    • Accession Number:
      10.1080/00219266.2021.1884586
    • ISSN:
      0021-9266
      2157-6009
    • Abstract:
      Schools provide conducive environments for disseminating messages on health by implementing appropriate learning approaches and subjects such as biology in the curriculum. For instance, problem-based learning (PBL) is a student-centred approach commonly applied in the field of education. However, its implementation to improve the health literacy of secondary school students is a challenge. This study analyzes the perceptions of problem-based learning and its influence on health literacy in secondary school students. Lessons in biology are chosen as a platform for health literacy development since they cover topics related to disease and health. Quasi-experimental studies show that problem-based learning improves biological knowledge and health literacy. This study shows that students' perceptions of the problem-based approach were empirically related to increased health literacy. These results provided the empirical and theoretical background for the application of problem-based learning in biology classes.
    • Abstract:
      As Provided
    • Publication Date:
      2023
    • Accession Number:
      EJ1383204