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Proposition 5 – Include a critical inquiry approach
Hugh Shannon | HPE Lecturer QUT
ACHPER QueenslandBrisbane HPE Conference 2014
Overview
• AC HPE and critical thinking
• Interrelated propositions: Examples
• Inquiry approach and questions
• Summary and our challenge
Critical thinking
BT – Cognitive domain BT – Affective domainSynthesis and evaluation
Critiquing, judging, appraising, planning, designing, creating, generating & producing.
Internalising values
Integrating values, advocacy, enabling, influencing & philosophical positioning.
Application and analysis
Comparing, contrasting, executing, implementing, differentiating, organising & attributing.
Valuing and organisation
Prioritising, initiating, endorsing, proposing, appreciating, assuming responsibility & behavioural adaptation.
Knowledge and understanding
Recognising, recalling, interpreting, classifying, summarising, inferring, comparing & explaining.
Receiving and responding to phenomena
Observing, acknowledging, attending, responding, cooperating, considering, participating, exploring, engaging & contributing.
Shannon, H., & Brown, M. (2009). From surfboard wax to salient healthy inequity: School programs to develop globally aware and active citizens. 26th ACHPER International Conference, Brisbane.
URL: http://eprints.qut.edu.au/27987/
Critical thinking
BT – Cognitive domainSynthesis and evaluation
Critiquing, judging, appraising, planning, designing, creating, generating & producing.
Application and analysis
Comparing, contrasting, executing, implementing, differentiating, organising & attributing.
Knowledge and understanding
Recognising, recalling, interpreting, classifying, summarising, inferring, comparing & explaining.
Australian Curriculum Assessment and Reporting Authority. (2014). The Australian Curriculum: Health and
Physical Education. Sydney: ACARA.
Source section: Rationale and aims (Include a critical inquiry approach)
AC HPE Key words:
• Researching
• Critical analysis
• Applying
• Appraising knowledge
• Critical evaluation
• Decision making, behaviours and actions
Critical thinking
BT – Affective domainInternalising values
Integrating values, advocacy, enabling, influencing & philosophical positioning.
Valuing and organisation
Prioritising, initiating, endorsing, proposing, appreciating, assuming responsibility & behavioural adaptation.
Receiving and responding to phenomena
Observing, acknowledging, attending, responding, cooperating, considering, participating, exploring, engaging & contributing.
AC HPE Key words:
• Explore inclusiveness
• Power inequalities
• Assumptions
• Diversity
• Social justice
• Action
• Develop skills and strategies
Australian Curriculum Assessment and Reporting Authority. (2014). The Australian Curriculum: Health and
Physical Education. Sydney: ACARA.
Source section: Rationale and aims (Include a critical inquiry approach)
Health determinants
Deficitbased
orientation
Asset (strength)
based orientation
Predisposing Enabling
Reinforcing
Protectivefactors
Riskfactors
Incr
easi
ng
auto
no
my
and
em
po
we
rme
nt
Level 3 – Critical health literacy (CHL)
• Empowerment (individuals and groups)
• Capacity → Seek and critically analyse information
• Acting on health determinants → Control
Level 2 – Interactive health literacy (IHL)
• Independent action: capacity (efficacy), motivation and confidence (self-efficacy)
• Environment: supports interactive communication
Level 1 – Functional health literacy (FHL)
• Information communication (individuals and groups)
• Individual comprehension skillsA continuum
1Nutbeam, D. (2000). Health literacy as a public health goal: a challenge for contemporary health education and communication strategies into the 21st century. Health Promotion International, 15 (3), 259 – 267.
Health literacy dimensions1
Health Literacy
Efficacy
Self-efficacy
Motivation
Social support
Autonomy
Empowerment
Health literacy is a capacity building
health determinant
A comprehensive view of HL
Inquiry approach
• Investigation
• Process driven
What?Who?
When?
Why?
Where?
How?
Inquiry questions
• Central to the inquiry approach
• Reticular activating system (RAS) engagement: Interpretive role
Direct and vicarious experience
Summary and our challenge
• Five propositions are interrelated
• Learning, teaching and planning
• Strands 1 and 2: Strengths and development opportunities
• Integration: Cognitive and affective learning
Cognitive → ← Affective
Correspondence
Hugh ShannonHPE Lecturer – Queensland University of Technology
Email [email protected]
Phone 3138 3577
@Hugh_Shannon
au.linkedin.com/pub/hugh-shannon/65/a61/791/