An exploration of high school students’ perspectives on critical thinking and creativity in the Health Management and Social Care subject

2017 ◽  
Vol 16 (1) ◽  
pp. 89-97
Author(s):  
Zenobia C.Y. Chan
Keyword(s):  
High School Students ◽  
Critical Thinking ◽  
Social Services ◽  
Social Care ◽  
Health Management ◽  
School Students ◽  
Public Examination ◽  
Health Related ◽  
Group Interviews ◽  
Senior Secondary

Abstract This study explored students’ perspectives on the abilities acquired through a subject called Health Management and Social Care (HMSC), which was launched under Hong Kong’s new senior secondary curriculum. The first public examination for the subject was conducted in 2012. A qualitative design was adopted in the present study, with focus group interviews carried out with 123 students recruited from seven schools. Two major themes were identified via content analysis: (i) critical thinking and creativity in HMSC; and (ii) applications of critical thinking and creativity in HMSC with two subthemes (a) health/social care promotions on campus and (b) social services in communities. Both the implications and limitations of the study for health-related subjects were discussed.

scholarly journals The Effectivenes of Local Wisdom-Based Science Teaching Materials in Improving High School Students Critical Thinking Skills

Mangifera Edu ◽  
2021 ◽  
Vol 5 (2) ◽  
pp. 141-149
Author(s):  
Krisianti Ayu Monita ◽  
Erlia Narulita ◽  
Aris Singgih Budiarso
Keyword(s):  
High School ◽  
High School Students ◽  
Critical Thinking ◽  
Science Teaching ◽  
Thinking Skills ◽  
T Test ◽  
Critical Thinking Skills ◽  
Teaching Materials ◽  
School Students ◽  
Gain Score

In 21st century learning, critical thinking skills are the main choice that must be mastered by students. This study aims to determine the effectiveness of local wisdom-based science teaching materials in improving junior high school students’ critical thinking skills. Most science teachers still apply teacher-centered learning, so students tend to be passive. This type of research is quasi-experimental with a pretest-posttest control group design. The study was conducted in the even semester of the 2019/2020 school year. The subjects of the research were grade VII students. Data collection techniques and instruments in the form of tests that include indicators of critical thinking skills. Data analysis used homogeneity test, Kolmogorov Smirnov normality test, independent sample t-test, and n-gain score. The results of the independent sample t-test are sig. (2-tailed) = 0,000<sig. α = 0.05. Students’ critical thinking skills in the experimental class were higher (N-gain score = 39.09%) than in the control class (N-gain score = 12.03%). Based on the study results, it can be concluded that there is a significant influence on the application of local wisdom-based teaching materials in improving the critical thinking skills of middle school students in the moderate category.

scholarly journals Drug Story Theater: A Mixed-Methods Study of a Peer-to-Peer Approach to Substance Abuse Education

2021 ◽  
Vol 8 (4) ◽  
Author(s):  
joseph shrand ◽  
madeline digiovanni ◽  
dana lee ◽  
anita kishnore ◽  
andres martin
Keyword(s):  
Substance Use ◽  
High School Students ◽  
Risk Perceptions ◽  
Peer To Peer ◽  
Active Components ◽  
School Students ◽  
Test Range ◽  
Peer Intervention ◽  
Before And After ◽  
Group Interviews

Objective: Drug Story Theater (DST) is a peer-to-peer intervention that engages teenagers in the early stages of their recovery to develop shows about the seduction of, addiction to, and recovery from drugs and alcohol. Methods: We analyzed anonymous surveys completed by students before and after attending a DST performance, and transcripts of focus group interviews conducted with (1) program developers, (2) stakeholders, (3) performers, and (4) audience members. Results: Students (N = 871) from 5 schools attended one of 2 DST performances. Participants demonstrated increased knowledge on 5 fact-based questions (mean improvement range, 19%- 35%; p < .001 for all), and favorable changes on 10 items addressing perceptions regarding substance use risk (paired t test range, 3.9-9.4; p < .001 for all). Through iterative thematic analysis we developed an alliterative “7P” model spanning 2 domains: (1) Participants (Performers and Peers); and (2) Program (Partnerships, Practicalities, and Prevention). Conclusions: Exposure to a DST performance improved knowledge and risk perceptions about addiction among middle and high school students. It remains to be seen if those changes can have an effect on the prevention of substance use and dependence among vulnerable youth, and whether the active components of DST can be replicated in other school environments.

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