A content analysis of Turkish national high school health education curriculum using the health education curriculum analysis tool (HECAT)*

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buir.contributor.authorSerin, Volkan
buir.contributor.authorAteşkan, Armağan
buir.contributor.orcidSerin, Volkan|0000-0003-1235-786X
buir.contributor.orcidAteşkan, Armağan|0000-0001-5648-2385
dc.citation.epage264en_US
dc.citation.issueNumber1en_US
dc.citation.spage251en_US
dc.citation.volumeNumber20en_US
dc.contributor.authorSerin, Volkan
dc.contributor.authorAteşkan, Armağan
dc.date.accessioned2022-02-16T13:48:54Z
dc.date.available2022-02-16T13:48:54Z
dc.date.issued2021-01-15
dc.departmentGraduate School of Educationen_US
dc.description.abstractHealth education helps students to promote their mental, social and physical well-being. Health educators follow a specific curriculum for health promotion in the high schools of Turkey. This study compared Turkish national high school health education curriculum (HEC) which is delivered at grade 9 with the health education curriculum analysis tool (HECAT) used in the United States. Recommendations for possible new K-12 health education curriculum and for existing and further grade 9 curricula to improve was also given. Content analysis was used as a research method. In this research, an appraisal strength table was created which was adapted from HECAT in order to compare the curricula. Only 45 objectives in the national curriculum were found compatible with 1802 expectations of HECAT (correspondence rates: 6% for all grades and 7% for grades 9-12). Furthermore, the most represented level according to Bloom’s revised taxonomy cognitive domains was understanding, whereas applying was minimum represented level in HEC. The findings also indicate that health education delivery grades and contents should be expanded immediately in Turkey same as in the U.S. due to several reasons emerged recent years on health. Moreover, this research suggests to form Turkish national health education standards (TNHES) for K-12 education and draft TNHES were shared in this study.en_US
dc.description.provenanceSubmitted by Mustafa Er (mer@bilkent.edu.tr) on 2022-02-16T13:48:54Z No. of bitstreams: 1 A_content_analysis_of_Turkish_national_high_school_health_education_curriculum_using_the_health_education_curriculum_analysis_tool_(HECAT).pdf: 397312 bytes, checksum: d564e20a70a074914e36cc83a025a0fb (MD5)en
dc.description.provenanceMade available in DSpace on 2022-02-16T13:48:54Z (GMT). No. of bitstreams: 1 A_content_analysis_of_Turkish_national_high_school_health_education_curriculum_using_the_health_education_curriculum_analysis_tool_(HECAT).pdf: 397312 bytes, checksum: d564e20a70a074914e36cc83a025a0fb (MD5) Previous issue date: 2021-01-15en
dc.identifier.doi10.17051/ilkonline.2021.01.026en_US
dc.identifier.urihttp://hdl.handle.net/11693/77432
dc.language.isoEnglishen_US
dc.publisherAnkara Universityen_US
dc.relation.isversionofhttps://doi.org/10.17051/ilkonline.2021.01.026en_US
dc.source.titleElementary Education Onlineen_US
dc.subjectHealth educationen_US
dc.subjectCurriculum evaluationen_US
dc.subjectContent analysisen_US
dc.titleA content analysis of Turkish national high school health education curriculum using the health education curriculum analysis tool (HECAT)*en_US
dc.typeArticleen_US

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