Environmental Health Education for Teachers: Results of Pre- and Post-surveys from a Pilot Study Addressing Chemical Use Reduction and Integrated Pest Management in Homes

Abstract

Science teachers from multiple K-12 schools (i.e., kindergarten-high school) were engaged in a two-day training addressing the key topics of integrated pest management practices and chemical use reduction. This training was provided to introduce teachers to these essential aspects of promoting a healthier home and a reduction in associated adverse health outcomes. Indoor exposures are of particular importance for the elderly and very young who spend the majority of their time at home. Early childhood education related to the proactive and intimate role humans play in shaping the health of their home is seen as important for sustainable and effective public health and community health actions. Innovatively, the training used newer formats of engagement called Liberating Structures (LS) to engage and excite teachers on these environmental health topics. This paper describes the environmental health knowledge of those thirty-five teachers through pre-and post-surveys delivered during the training to assess their ability and willingness to transfer this knowledge into the classroom. Also explored are curriculum areas for integration of these environmental and public health topics.

Liberating Structures as Pedagogical Innovation for Inclusive Learning: A Pilot Study in a Norwegian University

“…To our knowledge, this investigation represents the first systematic pilot investigation of implementing LS in classrooms. Some recent documentation on the implementation of LS-mostly descriptive-exists in corporate settings (Lipmanowicz & McCandless, 2010;; in the field of organizational development (Kimball, 2011); in training and development (Ferguson et. al, 2014); in research and data collection (Newton, 2017), in education (Lesser, 2013;Singhal, 2016;Lipmanowicz et al, 2015), and in healthcare (Singhal, Buscell, & Lindberg, 2010;Singhal, McCandless, Buscell, & Lindberg, 2009).…”

Characterizing the Environmental Health Literacy and Sensemaking of Indoor Air Quality of Research Participants

“…Much of the early work associated with EHL “focused primarily on elucidating the attributes of EHL and on the stages of becoming literate about environmental health concepts and issues” [ 1 ]. A great deal of the focus has been on content knowledge (typically via pre-post assessments), adopting exposure-reduction behaviors, or creating tools to evaluate baseline levels of EHL [ 2 , 6 , 7 , 8 , 9 , 10 , 11 , 12 , 13 , 14 , 15 , 16 ].…”