There is a national trend toward curriculum integration. The main reasons given for integrating curriculum are (1) content can be viewed from multiple perspectives and in depth; (2) natural, holistic learning can be supported; (3) a broader range of content can be presented in a meaningful way; (4) savings in time and money are realized. Health education researchers recommend that health education and nutrition be integrated in disciplines such as mathematics, language arts, and social studies. Likewise, mathematics educators suggest that mathematics be taught through connections and integration with other disciplines. This study surveyed a random sample of 500 elementary school teachers about their perception and use of integrated curricula, especially with regards to curricula integrating health and science, mathematics and health, and mathematics and nutrition . Two hundred and seventy-two teachers returned the survey. Most teachers (91%) indicated they had used a curriculum that integrated two or more content areas, such as science and mathematics (66%) and health and science. Most teachers believed health education was best integrated into science (92%); home economics (73%); life management (71%); biology (68%); physical education; and reading (61%). Most said health would not work well integrated with geography (76%); physics (75%); history (70%); mathematics (66%); social studies (55%); and language arts (52%). Additional details on the study and the implications for school health education will be discussed.
Learning Objectives: None
Presenting author's disclosure statement:
Organization/institution whose products or services will be discussed: None
I do not have any significant financial interest/arrangement or affiliation with any organization/institution whose products or services are being discussed in this session.
The 128th Annual Meeting of APHA