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Andreas Ch. Hadjichambis
- From
- 18
- To
- 25+
Attitudes and behaviours of adolescents towards antibiotics and self-care for respiratory tract infections: a qualitative study
English
Cyprus
Abstract Background To understand attitudes and behaviours of adolescents towards antibiotics, antimicrobial resistance and respiratory tract infections. Design Qualitative approach informed by the Theory of Planned Behaviour. Semi-structured interviews and focus groups were undertaken. We aimed to inform the development of an intervention in an international setting to improve antibiotic use among adolescents; therefore on completion of thematic analysis, findings were triangulated with qualitative data from similar studies in France, Saudi Arabia and Cyprus to elucidate differences in the behaviour change model and adaptation to diverse contexts. Setting 7 educational establishments from the south of England. Participants 53 adolescents (16–18 years) participated in seven focus groups and 21 participated in interviews. Results Most participants had taken antibiotics and likened them to other common medications such as painkillers; they reported that their peers treat antibiotics like a ‘cure-all’ and that they themselves were not interested in antibiotics as a discussion topic. They demonstrated low knowledge of the difference between viral and bacterial infections.Participants self-cared for colds and flu but believed antibiotics are required to treat other RTIs such as tonsillitis, which they perceived as more ‘serious’. Past history of taking antibiotics for RTIs instilled the belief that antibiotics were required for future RTIs. Those who characterised themselves as ‘nonscience students’ were less informed about antibiotics and AMR. Most participants felt that AMR was irrelevant to them and their peers. Some ‘non-science’ students thought resistance was a property of the body, rather than bacteria. Conclusion Addressing adolescents’ misperceptions about antibiotics and the treatment of RTIs using a behaviour change intervention should help improve antibiotic awareness and may break the cycle of patient demand for antibiotics to treat RTIs amongst this group. Schools should consider educating all students in further education about antibiotic usage and AMR, not only those taking science.
Andreas Ch. Hadjichambis
- From
- 18
- To
- 25+
Promoting RRI and active citizenship in an inquirybased controversial socio-scientific issue: the case of cholesterol regulation with statins
English
Cyprus
Science education is an important dimension of the European Commission’s Responsible Research and Innovation (RRI) objectives; however, RRI is not an explicit focus of biology teaching and few biology teachers have experience in integrating RRI in classroom practice. This study examines the impact of a three 80-minute RRI and active citizenship module on 11th grade biology students, based on the SSIBL pedagogical framework. A representative national sample of 11th grade biology students in Cyprus (n = 398) participated. A pre-post research design examined impact in relation to students’ conceptual understanding regarding cholesterol and its regulation, their understanding of the controversy about cholesterol regulation, awareness of RRI components, feeling of responsibility and willingness to act. Analyses indicated statistically significant gains in conceptual understanding and the understanding of the controversy about cholesterol regulation and awareness of RRI components, as well as in students’ socio-scientific accountability (feeling of responsibility and willingness to act). Conceptual understanding showed increased correlations with Controversy understanding and RRI understanding forming the three of them the cognitive elements of individuals understanding. All of the examined variables are deemed, as of great importance for the design, implementation and evaluation of innovative biology RRI and active citizenship modules.
Daniela Conti
- From
- 12
- To
- 16
Urban Science – Integrated Learning for Smart Cities
Italian
Italy
- Knowledge
- Skills
- Competencies
- Values
- Attitudes
- Citizenship
- Environmental Citizenship General
- Collective actions
- Actions in Local scale
- Preventing new environmental problems
- Solving environmental problems
- Addressing structural causes of environmental problems
- Practising environmental rights & duties
- Developing healthy relationship with nature
- Inquiry
Over two-thirds of the European population live in cities. Enabling those cities to deliver services sustainably while keeping their citizens safe, healthy, prosperous and well-informed is amongst the most important challenges in this century. The Urban Science European project is an education response to this, to improve the teaching of scientific inquiry and investigation so that students develop the competences to actively contribute to creating healthy cities. Urban Science works through outdoor inquiry-based learning where urban areas become living-laboratories that help students explore how science can create healthier and sustainable places to live. It is solutions based; placing a strong emphasis on creativity and problem solving to ensure scientific understanding can be applied in a meaningful context.
