Sexuality education for young people: a theoretically integrated approach from Australia

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Title Sexuality education for young people: a theoretically integrated approach from Australia
Author Goldman, Juliette
Journal Name Educational Research
Editor Professor Frances Brill
Year Published 2010
Place of publication United Kingdom
Publisher Routledge
Abstract Background: Teachers of sexuality education can often be uncertain about what theoretical basis and pedagogical strategies to use in their teaching. Sexuality educational programmes designed by teachers can often show few evident theoretical principles that have been applied in its construction. Thus, there seems to be a dearth of evidence of ways in which teachers can use appropriate theoretical foundations in their planning and teaching in sexuality education. Purpose: This paper aims to suggest a way of providing such an appropriate theoretical framework for sexuality education teachers of young people aged 7–15 years of age. Analysis: Age-appropriate primary and middle school pedagogies based on two integrated educational theories, namely Anderson and Krathwohl's theoretical framework of learning and teaching, with Verbal Linguistic Intelligence from Gardner's Multiple Intelligences, were analysed and evaluated. Key considerations were the earlier maturing of girls and boys, findings from relevant literature about children and young people's cognitive capacities, as well as the relevance of curriculum content for upper primary and middle school students, and the concomitant need for better and earlier sexuality education. Conclusion: This approach, integrating Anderson and Krathwohl's theoretical framework of learning and teaching, with Gardner's Multiple Verbal Linguistic Intelligence, may be useful to assist health and sexuality education teachers in identifying and anchoring pedagogies in a more theoretically structured manner, thereby enhancing the quality of their sexuality education planning and teaching.
Peer Reviewed Yes
Published Yes
Alternative URI http://dx.doi.org/10.1080/00131881003588287
Volume 52
Issue Number 1
Page from 81
Page to 99
ISSN 0013-1881
Date Accessioned 2010-05-06
Date Available 2010-08-02T07:18:22Z
Language en_AU
Research Centre Griffith Institute for Educational Research
Faculty Faculty of Education
Subject Curriculum and Pedagogy Theory and Development
URI http://hdl.handle.net/10072/33150
Publication Type Journal Articles (Refereed Article)
Publication Type Code c1

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