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Teaching critical thinking about health using digital technology in lower secondary schools in Rwanda: A qualitative context analysis

PloS one, 2021-03, Vol.16 (3), p.e0248773-e0248773 [Peer Reviewed Journal]

COPYRIGHT 2021 Public Library of Science ;COPYRIGHT 2021 Public Library of Science ;2021 Mugisha et al. This is an open access article distributed under the terms of the Creative Commons Attribution License: http://creativecommons.org/licenses/by/4.0/ (the “License”), which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited. Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;info:eu-repo/semantics/openAccess ;2021 Mugisha et al 2021 Mugisha et al ;ISSN: 1932-6203 ;EISSN: 1932-6203 ;DOI: 10.1371/journal.pone.0248773 ;PMID: 33750971

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Title:
Teaching critical thinking about health using digital technology in lower secondary schools in Rwanda: A qualitative context analysis
Author: Mugisha, Michael ; Uwitonze, Anne Marie ; Chesire, Faith ; Senyonga, Ronald ; Oxman, Matt ; Nsangi, Allen ; Semakula, Daniel ; Kaseje, Margaret ; Lewin, Simon ; Sewankambo, Nelson ; Nyirazinyoye, Laetitia ; Oxman, Andrew D ; Rosenbaum, Sarah
Hwang, Gwo-Jen
Subjects: Biology and Life Sciences ; Computer and Information Sciences ; Context ; Critical thinking ; Curricula ; Data analysis ; Data collection ; Decision analysis ; Digital technology ; Editing ; Educational aspects ; Focus groups ; Health aspects ; Health sciences ; High school students ; Learning ; Medical research ; Medicine ; Medicine and Health Sciences ; Methodology ; People and Places ; Public health ; Qualitative analysis ; Research and Analysis Methods ; Reviews ; Schools ; Secondary schools ; Social Sciences ; Society ; Students ; Teaching ; Technology ; Technology application ; Technology utilization ; Teenagers
Is Part Of: PloS one, 2021-03, Vol.16 (3), p.e0248773-e0248773
Description: Adolescents encounter misleading claims about health interventions that can affect their health. Young people need to develop critical thinking skills to enable them to verify health claims and make informed choices. Schools could teach these important life skills, but educators need access to suitable learning resources that are aligned with their curriculum. The overall objective of this context analysis was to explore conditions for teaching critical thinking about health interventions using digital technology to lower secondary school students in Rwanda. We undertook a qualitative descriptive study using four methods: document review, key informant interviews, focus group discussions, and observations. We reviewed 29 documents related to the national curriculum and ICT conditions in secondary schools. We conducted 8 interviews and 5 focus group discussions with students, teachers, and policy makers. We observed ICT conditions and use in five schools. We analysed the data using a framework analysis approach. Two major themes found. The first was demand for teaching critical thinking about health. The current curriculum explicitly aims to develop critical thinking competences in students. Critical thinking and health topics are taught across subjects. But understanding and teaching of critical thinking varies among teachers, and critical thinking about health is not being taught. The second theme was the current and expected ICT conditions. Most public schools have computers, projectors, and internet connectivity. However, use of ICT in teaching is limited, due in part to low computer to student ratios. There is a need for learning resources to develop critical thinking skills generally and critical thinking about health specifically. Such skills could be taught within the existing curriculum using available ICT technologies. Digital resources for teaching critical thinking about health should be designed so that they can be used flexibly across subjects and easily by teachers and students.
Publisher: United States: Public Library of Science
Language: English;Norwegian
Identifier: ISSN: 1932-6203
EISSN: 1932-6203
DOI: 10.1371/journal.pone.0248773
PMID: 33750971
Source: PLoS OA刊
Geneva Foundation Free Medical Journals at publisher websites
NORA Norwegian Open Research Archives
NCBI PubMed Central（免费）
Coronavirus Research Database
ProQuest Central
DOAJ Directory of Open Access Journals

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Teaching critical thinking about health using digital technology in lower secondary schools in Rwanda: A qualitative context analysis

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