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Biology Education and Health Education in Sustainability (Volume II)
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Biology Education and Health Education in Sustainability (Volume II)

A special issue of Sustainability (ISSN 2071-1050). This special issue belongs to the section "Health, Well-Being and Sustainability".

Deadline for manuscript submissions: 30 April 2024 | Viewed by 3768

Special Issue Editor

Prof. Dr. Graça S. Carvalho

E-Mail Website
Guest Editor
Research Centre on Child Studies (CIEC), Institute of Education, University of Minho, 4710-057 Braga, Portugal
Interests: biology education; health education; health promotion; children’s health
Special Issues, Collections and Topics in MDPI journals

Special Issue Information

Dear Colleagues,

Biology education is a well-established subject in the science curriculum of all countries, generally initiating in the early years of schooling. Health education is often not included in the school curriculum but is a matter of importance in schools, where children and young people spend a large part of their lives. In this environment, they eat, drink, speak about drugs and diseases (recently, about COVID-19), sometimes smoke, fall in love, face stress, and experience a wide range of emotions. During this period of their lives, children and young people need to receive health education, preferentially linked to biology education, as it provides the scientific bases for a sustainable health literacy.

Theoretical and empirical research on biology education and health education and, especially, on links between them can provide a framework for understanding students’ learning, improving the teaching and learning processes, and promoting cognitive, physical, and emotional development, thus helping children and young people to select options and make decisions towards sustainable healthy behaviors.

This Special Issue welcomes the submission of original papers presenting theoretical, methodological, and empirical research studies and reviews on ‘Biology Education and Health Education in Sustainability’. Studies examining the relationship between learning biology and improving sustainable healthy habits are particularly welcome. Studies on lifestyles and attitudes towards health and the environment as well as other related themes that address biology education and health education in sustainability are also appreciated. Manuscripts must be clear, coherent, and concise, following the journal guidelines.

The first volume can be found here:

https://www.mdpi.com/journal/sustainability/special_issues/biology_education_health_education_sustainability

Prof. Dr. Graça S. Carvalho
Guest Editor

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a single-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Sustainability is an international peer-reviewed open access semimonthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 2400 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • biology education
  • health education
  • health promotion
  • health-promoting schools
  • empowerment
  • science literacy
  • health literacy

Published Papers (2 papers)

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21 pages, 8646 KiB  
Article
Does Pollution Only Affect Human Health? A Scenario for Argumentation in the Framework of One Health Education
by Tamara Esquivel-Martín, José Manuel Pérez-Martín and Beatriz Bravo-Torija
Sustainability 2023, 15(8), 6984; https://doi.org/10.3390/su15086984 - 21 Apr 2023
Cited by 1 | Viewed by 1674
Abstract
Schooling should equip citizens with the scientific knowledge necessary to make informed decisions about health problems arising from the current environmental crisis. Given the scarcity of educational proposals that integrate evidence-based argumentation, One Health education and complexity-based solution proposals, this study aims to [...] Read more.
Schooling should equip citizens with the scientific knowledge necessary to make informed decisions about health problems arising from the current environmental crisis. Given the scarcity of educational proposals that integrate evidence-based argumentation, One Health education and complexity-based solution proposals, this study aims to introduce a scenario linking the use of pesticides in agriculture to infertility, and to analyse the extent to which it promotes students to apply these three approaches. The activity requires 10th graders to rank 6 cities from most to least polluted, using evidence on the reproductive problems of different organisms in the ecosystem (humans, harlequin flies). Moreover, students have to propose solutions to avoid the toxic risk caused by pesticides. Group discussions are analysed to determine learners’ performance in using evidence and formulating causal explanations to justify their rankings, as well as in proposing reasoned solutions, considering different perspectives. The results show that most groups rank cities as expected. Although they do not use all available evidence, the design of the activity encourages students to establish frequent causal relationships between human, animal, and environmental health data (argumentation integrating the One Health approach). Moreover, most solutions are palliative rather than preventive, respond to an anthropocentric interest, and their consequences are rarely assessed. In doing so, students only foresee their environmental or economic impact, but not their ethical or political consequences. Educational implications are discussed. Full article
(This article belongs to the Special Issue Biology Education and Health Education in Sustainability (Volume II))
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Review

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11 pages, 607 KiB  
Review
Postural Education Programmes with School Children: A Scoping Review
by Cristina Lima Araújo, Ana Moreira and Graça S. Carvalho
Sustainability 2023, 15(13), 10422; https://doi.org/10.3390/su151310422 - 02 Jul 2023
Viewed by 1440
Abstract
Spinal deformities and back pain are growing problems in childhood and adolescence, due to unhealthy habits. This study undertook a scoping review to identify scientific studies with children and adolescents, focusing on the methodologies used, implementation of key factors and gaps, and results [...] Read more.
Spinal deformities and back pain are growing problems in childhood and adolescence, due to unhealthy habits. This study undertook a scoping review to identify scientific studies with children and adolescents, focusing on the methodologies used, implementation of key factors and gaps, and results of postural education programmes to promote sustainable healthy habits. The methodological tool PRISMA-ScR was used. Five online databases were used to identify papers published since 2013. Eligibility criteria were defined, and the search strategies were drafted. A total of 86 publications were initially identified; after screening and applying eligibility criteria, 11 papers were included in this study for detailed analysis. The postural education programmes in these papers mainly focused on adolescents’ postures and postural learning acquisition, using different teaching methodologies; only one study was conducted with children between 5 and 6 years old enrolled in preschool. Follow-up studies revealed inconsistent results. However, developing and measuring the effectiveness of young children’s postural education programmes, to enhance experiences of movement variability and strategies for postural control in playful activities, is of great relevance for children’s healthy development, and can also have positive impacts on environmental and social sustainability by promoting healthy and conscious lifestyles. Full article
(This article belongs to the Special Issue Biology Education and Health Education in Sustainability (Volume II))
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