<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Vincentas  Lamanauskas</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">TEACHER HEALTH LITERACY: WHY DOES IT MATTER?</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">health competence</style></keyword><keyword><style  face="normal" font="default" size="100%">health education</style></keyword><keyword><style  face="normal" font="default" size="100%">health literacy</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2018</style></year><pub-dates><date><style  face="normal" font="default" size="100%">February/2018</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2017/457-1519987761.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">76</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">It is obvious, that education is one of the main social factors having influence on health. Health education is most effective at school, because it reaches a man at his most receptive period of life - childhood and adolescence. A demand to live a healthy life is formed not only by family, but also by school. Teachers’ role in health education process is very significant, therefore, their health literacy and health competence are the main components realising health education at school. During the studies at university pre-service teachers in one way or another develop health competence, however hopefully not enough attention is paid to this, and study process poorly contributes to health literacy improvement, health competence formation. </style></abstract><issue><style face="normal" font="default" size="100%">1</style></issue><work-type><style face="normal" font="default" size="100%">Editorial</style></work-type><section><style face="normal" font="default" size="100%">4-6</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Sirpa Kärkkäinen</style></author><author><style face="normal" font="default" size="100%">Katri Hämeen-Anttila</style></author><author><style face="normal" font="default" size="100%">Kirsti Vainio</style></author><author><style face="normal" font="default" size="100%">Tuula Keinonen</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">TEACHER EDUCATION AS A PROMOTER OF HEALTH: TEACHER STUDENTS’ PERCEPTIONS ABOUT MEDICINE EDUCATION</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">health education</style></keyword><keyword><style  face="normal" font="default" size="100%">medicine education</style></keyword><keyword><style  face="normal" font="default" size="100%">teacher education</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2014</style></year><pub-dates><date><style  face="normal" font="default" size="100%">March/2014</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1420361404.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">58</style></volume><pages><style face="normal" font="default" size="100%">Discontinuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Being a part of health education from primary school to the university level, medicine education is a fairly new opening in the field of education. The purpose of this study was to clarify Finnish primary school teacher students’ (N=21) perceptions about medicine education. Data was collected in several ways: a questionnaire, shared blog writings and group discussions. Teacher students’ perceptions about the content of medicine education were quite limited. Although they were well aware of the importance of the proper use of medicines, they also highlighted the discussion of misuse, which is not in accordance with the aims and methods of medicine education. Teacher students only mentioned a few methods on how to teach the proper use of medicines, having themselves had few experiences of medicine education from their own time at school. In teacher education, medicine education could be developed using teaching methods that particularly concentrate on the critical search for information, also emphasizing the importance of modeling, and co-operation with parents and health experts. This study increases and broadens researchers’ and teacher educators’ knowledge about the challenges of medicine education both in teacher education and in schools.</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">82-98</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Maija   Rask</style></author><author><style face="normal" font="default" size="100%">Kaarina   Määttä</style></author><author><style face="normal" font="default" size="100%">Satu   Uusiautti</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">THE CHALLENGES OF HEALTH EDUCATION: FINNISH STUDENTS’ PERCEPTIONS OF HOW TO CHERISH HEALTH</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">general upper secondary education</style></keyword><keyword><style  face="normal" font="default" size="100%">health education</style></keyword><keyword><style  face="normal" font="default" size="100%">matriculation examination</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2013</style></year><pub-dates><date><style  face="normal" font="default" size="100%">March/2013</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1419346482.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">51</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Youngsters’ health is widely studied from various points of view but a holistic approach to health has been minimal. The purpose of this research was to study general upper secondary education students’ health knowledge and perceptions of health by analyzing their answers concerning the subject of health education in the general studies battery of tests in the Finnish matriculation examination. The sample of the research consisted of 611 essays that were the test answers in health education in 2007. The essays covered altogether eight questions about health education. 81 candidates for the spring 2007 matriculation examination and 60 candidates for the fall 2007 matriculation examination participated in this research; altogether 141 candidates. The research approach was phenomenological-hermeneutic. The data was analyzed through qualitative content analysis. According to the results, students recognized people’s responsibility for their own health. They disapproved especially those who consciously neglect their health. According to the findings, it seemed evident that health education as a subject should be further developed so that it supports youngsters’ health appreciation and ability to make health-promoting choices in life. This decade sets special challenges to health education in schools, and therefore, it is important to listen to the youth‘s opinions and perceptions of health in order to, for example, develop curriculum planning.</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">91-103</style></section></record></records></xml>