CONCEPTIONS OF EDUCATION FOR THE HEALTH OF SCIENCE TEACHERS IN SOUTHERN COLOMBIA
DOI:
https://doi.org/10.21527/2179-1309.2022.117.12977Keywords:
Teacher training, Health Education, Natural SciencesAbstract
Health is a social phenomenon conceived from a biological point of view. However, recent studies have allowed us to recognize that health is culturally constructed and education participates in this process. This project is a pioneer in the southern region of Colombia, characterizing the conceptions and attitudes of science teachers in initial higher education training and their link with the Natural Science classroom. The research is of a mixed nature, with a non-experimental design and a descriptive and interpretive scope. For this, a questionnaire with open questions and a Likert scale was created, which was applied to 44 teachers in training at the Universidade Surcolombiana. Systematization is performed using the content analysis technique and with the support of the Atlas ti 7.0 software. For future teachers, health is a cross-cutting concept in education, which can be objectively taught in the natural science curriculum. This analysis is carried out by reviewing that pedagogical guidelines in Colombia for science teaching establish different purposes and competences in this field of knowledge, where aspects such as personal and collective care, hygiene, sexual health and affective health, environmental, substance use psychoactive, and other areas of higher education. Likewise, future teachers consider that the affective dimension (affects, emotions and feelings) has been little explored in this field of study, despite emotions being directly related to human health. Therefore, the conceptions of future science teachers go beyond traditionalist notions of health, approaching a biopsychosocial perspective.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2021 Revista Contexto & Educação
This work is licensed under a Creative Commons Attribution 4.0 International License.
By publishing in Revista Contexto & Educação, authors agree to the following terms:
All works are published under the Creative Commons Attribution 4.0 International License (CC BY 4.0), which allows:
Sharing — to copy and redistribute the material in any medium or format;
Adaptation — to remix, transform, and build upon the material for any purpose, even commercially.
These permissions are irrevocable, provided that the following terms are respected:
Attribution — authors must be properly credited, a link to the license must be provided, and any changes made must be indicated.
No additional restrictions — no legal or technological measures may be applied that legally restrict others from doing anything the license permits.
Notices:
The license does not apply to elements that are in the public domain or covered by legal exceptions.
The license does not grant all necessary rights for specific uses (e.g., image rights, privacy, or moral rights).
The journal is not responsible for the opinions expressed in the articles, which are the sole responsibility of the authors. The Editor, with the support of the Editorial Board, reserves the right to suggest or request modifications when necessary.
Only original scientific articles presenting research results of interest that have not been previously published or simultaneously submitted to another journal with the same purpose will be accepted.
Mentions of trademarks or specific products are intended solely for identification purposes and do not imply any promotional relationship by the authors or the journal.
License Agreement (for articles published from October 2025): Authors retain the copyright to their article and grant Revista Contexto & Educação the right of first publication.
