Análisis de los conocimientos previos e intervención en Educación para la Salud en estudiantes de un centro penitenciario español

Abstract

The previous knowledge is a set of cognitive structures, which interact and work as essential functions in the learning-teaching process. There are basic concepts related to the teaching of Health Education, (Sexual-Affective Education and Food-Nutritional Education), where an inappropriate treatment of these concepts originates erroneous previous knowledge, such as the reproductive systems, contraceptive methods to prevent unwanted pregnancies, sexually transmitted infections, the nutritional value of food eaten, the relationship between foods and behavior disorders and healthy diets to have a healthy lifestyle. The aim was to detect sexual and nutritional previous knowledge of the prisoner-students of the second year of High Education in Badajoz (Extremadura, Spain) and to design educational interventions in order to improve the evolution-change-improve process. To do so, we used a mixed methodology based on the questionnaires research. The results show conceptual differences in these contents according to the four variables (studies types, the gender, ages and the body mass index), and the change in the attitude of the students towards the learning of content and the use of different resources and activities used during the implementation of educational interventions are forth a conceptual change in the absence of such differences among the subjects studied. Therefore, we can conclude that Humanities students, male, overweight and with different ages of [28-37] years manifest more erroneous previous knowledge and interventions are valid to improve these knowledge. This research contributed to develop new educational programs that are managed to a meaningful learning contents worked long term.