Special Issue "Biology Education and Health Education in Sustainability"

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

Deadline for manuscript submissions: 31 October 2021.

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; children’s health

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 select options and make decisions towards sustainable healthy behaviours.

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.

Prof. 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 papers will be 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 1900 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

  • science education
  • health promoting school
  • empowerment
  • science literacy
  • health literacy

Published Papers (1 paper)

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Research

Article
Drinking-Related Metacognitive Guidance Contributes to Students’ Expression of Healthy Drinking Principles as Part of Biology Teaching
Sustainability 2021, 13(4), 1939; https://doi.org/10.3390/su13041939 - 11 Feb 2021
Viewed by 378
Abstract
Biology education has adopted the goal of educating future generations about sustainable, healthy habits. The current paper focuses on drinking-related nutritional literacy—the characteristic of health education that refers to aspects of healthy drinking: drinking enough water and fewer sugar-sweetened beverages (SSBs). The study [...] Read more.
Biology education has adopted the goal of educating future generations about sustainable, healthy habits. The current paper focuses on drinking-related nutritional literacy—the characteristic of health education that refers to aspects of healthy drinking: drinking enough water and fewer sugar-sweetened beverages (SSBs). The study aims to foster school students’ critical thinking about the quality and the quantity of what they drink in everyday life. Facilitating students’ metacognitive awareness was achieved, as they were engaged in a biology learning activity centered on the importance of healthy drinking in everyday life. The study focused on two research questions: 1. What is the contribution of drinking-related metacognitive guidance to the development of metacognitive awareness concerning healthy drinking among students? 2. What is the contribution of drinking-related metacognitive guidance to the way students express the principles and importance of healthy drinking as part of their metacognitive awareness thinking process? The findings indicate a quantitative and qualitative improvement in drinking-related metacognitive awareness among those students who received metacognitive guidance as part of biology teaching. This paper suggests that metacognitive guidance has a significant pedagogical potential to improve sustainable healthy habits among children. Full article
(This article belongs to the Special Issue Biology Education and Health Education in Sustainability)
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