High School Epidemiology: Helping Students Practice Science Through Guided Inquiry and Authentic Learning Strategies

Abstract

A call has been made over the last decade for the expansion of epidemiology coursework into high schools in the United States. Epidemiology instruction has been shown to increase student scientific and health literacy, promote critical thinking skills, enhance students’ perception of public health as both practical and relevant, and empower students as independent, lifelong learners. Epidemiology is also a flexible science with relevance to students from diverse backgrounds, skill levels, and interests. While there has been tremendous growth in undergraduate public health education, we have yet to witness the mainstream adoption of epidemiology into high school coursework. In this article, I propose the formal integration of epidemiology into high school curricula to help students practice science as it relates to public health. I posit that epidemiology is a flexible science discipline with real-world significance to students from diverse backgrounds, skill levels, and interests. Also, teaching epidemiology through guided inquiry and authentic learning strategies can intrinsically motivate and empower students to address health-related problems in their local communities. Moreover, epidemiology instruction at the high school level can meet student learning needs, teacher instructional objectives, administrative mandates, and community interests. In essence, epidemiology instruction at the high school level can hone fundamental skills in preparation for health and science careers and promote important public health awareness and interest among adolescents.

Keywords

authentic learning epidemiology guided inquiry high school science education standards

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