The Three-Talk Model: Getting Both Evidence and Preferences into a Pre-Service Teacher Health Workshop

dc.accessRightsAnonymous*
dc.contributor.authorZeyer, Albert
dc.contributor.authorArnold, Julia
dc.date.accessioned2021-12-22T09:39:30Z
dc.date.available2021-12-22T09:39:30Z
dc.date.issued2021
dc.description.abstractWe describe a pre-service teacher workshop about sustainable health decisions in school. This one-week workshop had two goals: to improve the ability of students to cope with health and illness as teachers in daily school life, and to improve scientific literacy in health contexts. In this way, the workshop aimed at creating a situation of mutual benefit between science education and health education, as it is suggested in the new science pedagogy called Science|Environment|Health. To reach this aim, the workshop was structured by the evidence-preference approach and the three-talk model, both originally developed for shared-decision making in medicine. In the evidence-preference approach, the experts (the physician, here the teacher) provide the best evidence available, while the laypersons (the patient, here the teacher students) bring in their preferences and, together with the experts, find their personal standpoint. This process is structured by the three-talk model, which is conceived as a characteristic succession of choice talk, option talk, and decision talk. We describe how the pre-service teacher workshop embraced this new approach, compare it to a scientific literacy point of view, and suggest how it could be applied in many other educational contexts, particularly in many issues of education for sustainability.en_US
dc.identifier.doihttps://doi.org/10.3390/su132413937
dc.identifier.issn2071-1050
dc.identifier.urihttp://dx.doi.org/10.26041/fhnw-4031
dc.identifier.urihttps://irf.fhnw.ch/handle/11654/33065.1
dc.issue24en_US
dc.language.isoen_USen_US
dc.publisherMDPIen_US
dc.relation.ispartofSustainabilityen_US
dc.spatialBaselen_US
dc.titleThe Three-Talk Model: Getting Both Evidence and Preferences into a Pre-Service Teacher Health Workshopen_US
dc.type01A - Beitrag in wissenschaftlicher Zeitschrift
dc.volume13en_US
fhnw.InventedHereYesen_US
fhnw.IsStudentsWorknoen_US
fhnw.ReviewTypeAnonymous ex ante peer review of a complete publicationen_US
fhnw.openAccessCategoryGolden_US
fhnw.pagination13937en_US
fhnw.publicationStatePublisheden_US
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