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

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Asset (strength)

based orientation

Predisposing Enabling

Reinforcing

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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 h.shannon@qut.edu.au

Phone 3138 3577

@Hugh_Shannon

au.linkedin.com/pub/hugh-shannon/65/a61/791/