The Relationship Between Scientific Knowledge and Behaviour: An HIV/AIDS Case

Abstract

Debates on the role of scientific knowledge to affect behaviour are continuing. The theory of planned behaviour suggests that behaviour is influenced by attitudes, subjective norms and perceived behavioural control and not by knowledge. However, a large body of knowledge argues that increased HIV/AIDSrelated knowledge leads to the adoption of safe behavioural practices. The purpose of this nonexperimental survey study, therefore, was to investigate the correlation between academic HIV/AIDS knowledge, functional HIV/AIDS knowledge and self-reported behavioural preferences of 300 biology and 243 non-biology students from nine South African schools. Results suggest a correlation between students' understanding of academic and functional HIV/AIDS knowledge. The behavioural preferences of both biology and non-biology students were generally the same and safe. Among biology students, correlation was observed between academic HIV/AIDS knowledge and self-reported safe behavioural preferences, which was not the case for non-biology students, where functional HIV/AIDS knowledge correlated with self-reported safe behavioural preferences. Within schools, however, no correlation was found between both forms of HIV/AIDS knowledge and self-reported safe behavioural preferences. There were indications that context-specific local factors have a greater influence on behavioural preferences. These findings suggest that the type of knowledge that could influence behaviour is informed by context-specific dynamics.Keywords: Scientific HIV/AIDS knowledge; Correlation; Generic HIV/AIDS knowledge; Theory of planned behaviour IntroductionThe significance of science education in addressing social issues continues to be a debated one. In developing countries like South Africa, science and education in general are trusted avenues where students learn scientific knowledge. However, Lee et al. (2013, 5) argue that 'beyond understanding contemporary science, it is imperative that students develop a sense of character and values as global citizens '. Choi et al. (2011) go on to argue that science classroom should go beyond teaching science knowledge and reasoning skills to incorporate moral, character and citizenship education. While socioscientific instruction has been identified as one vehicle to achieve citizenship education (Zeidler et al. 2005), one of the major problems is that there are various factors that determine morality, character and citizenship besides formal education. To this effect, John Dewey has been accused of failing 'to resolve the dualism between the school and society that he fought to overcome because he failed to account for the many institutions in society which provide education' (Zuga 1992, 5). Dewey's (1916) argument in this regard is that 'education should shape the experiences of the young so that instead of reproducing current habits, better habits shall be formed, and thus the future adult society be an improvement on their own'. However, Hodson (2004, 2) states that 'regrettably, science is often portraye...

An investigation into the curriculum ideology that foregrounds the presentation of HIV/AIDS content in selected South Africa Life Sciences textbooks

“…However, considering previous research, the present observation fails to explain why biology students have a significantly higher functional HIV/AIDS knowledge compared with non-biology students, as reported by Mnguni et al (2016). Mnguni et al (2016) found no correlation between the functional knowledge and behavioral preferences of students. Consequently, the role and significance of functional knowledge in affecting HIV/AIDS-related behaviors remain to be explored in detail.…”

“…Viewed in isolation, this observation suggests that learners will probably not learn functional HIV/AIDS knowledge, which could lead to behavioral changes. This observation explains Mnguni, Abrie, and Ebersöhn's (2016) finding that non-biology and biology students report similar behavioral preferences, irrespective of their academic background. However, considering previous research, the present observation fails to explain why biology students have a significantly higher functional HIV/AIDS knowledge compared with non-biology students, as reported by Mnguni et al (2016).…”

“…This observation explains Mnguni, Abrie, and Ebersöhn's (2016) finding that non-biology and biology students report similar behavioral preferences, irrespective of their academic background. However, considering previous research, the present observation fails to explain why biology students have a significantly higher functional HIV/AIDS knowledge compared with non-biology students, as reported by Mnguni et al (2016). Mnguni et al (2016) found no correlation between the functional knowledge and behavioral preferences of students.…”

“…This analysis is supported by the fact that, while HIV/AIDS content has been integrated into the South African school curriculum, the prevalence has continued to increase steadily (Statistics South Africa, 2018); and science learners share the A B Fig. 3 a, b Research activities which learners are expected to do (extracted from Ayerst et al, 2008, p. 292;and, Bowie et al, 2012, p. 23) Mnguni International Journal of STEM Education (2019) 6:25 Page 8 of 11 same risk behaviors as non-science learners (Mnguni et al, 2016).…”

The Curriculum Ideology Recommended by Novice Teachers for Life Sciences in South Africa

“…By not recommending this ideology therefore, teachers may not integrate socio-scientific issues in their teaching, which are meant to bridge the gap between science and society. It is perhaps for this reason that Mnguni and Abrie (2012) as well as Mnguni, Abrie and Ebersöhn (2016) found that in Life Sciences students are taught HIV/AIDS knowledge as "academic knowledge" rather than "functional knowledge". As a result, students fail to apply this knowledge in their behavioural practices related to HIV/AIDS.…”