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Teenagers have the highest rate of sexually transmitted diseases of any age group. Factors responsible for this include sexual experimentation which often follows Initiation of intercourse and adolescents reluctance to use contraceptives. Teenagers are typically reluctant to consider the possibility that a potential sex partner may have a sexually transmitted disease and often lack the communication skills necessary to discuss this possibility, placing them at even greater risk of contracting one. A large percentage of teenagers are engaging in risky sexual practices. Teenagers cite lack of sexual education from more reliable sources like their parents and schools. They receive most of their sexual information from their peers and the massive mass media. The information received from these sources is usually sensational and misleading. Parents keep the children ignorant because they are of the opinion that less sexual knowledge will be more protecting. They fear that if they inform their children about sex they will go out and experiment. Therefore parents are not talking to their children about sex because most cultures and mostly in the Black community it is taboo to talk to children about sexual issues or matters. Therefore because of lack of sexual education teenagers are at risk of contracting sexually transmitted infections including HIV/AIDS, teenage pregnancy, abortion, prostitution and sexual abuse. Sexual education should start at an early age most preferably at nursery school level. If children are given factual information about sex they will know how to handle their sexuality. They will not be pressurised to indulge in pre-marital sex by their peers. Therefore, information should be provided by parents and schools as most teenagers prefer to receive their sex information from a more reliable source. / M.A. (SW) North-West University, Mafikeng Campus, 2004

In this thesis based on survey methodology, a questionnaire was distributed to 36 parents who were raising a child with a developmental disability. Parents were asked about their views on social sexual skills development during the formative years, their satisfaction with available social sexual services and the importance they attached to these services. A parent group interview was conducted to enhance understanding of this area. Findings indicated that parents do support social sexual skill development for their children and teens. Parents also indicated that it was important for parents to have access to relevant social sexual services.

Thesis (D. Min.)--New Orleans Baptist Theological Seminary, 1994. / Includes abstract and vita. Includes bibliographical references (leaves 242-250).

No description available.

Aprendizagem ativa é um grande desafio para os professores, especialmente quando há tantos estímulos a competir com a própria aprendizagem. A questão investigada pelo presente trabalho foi a produção de jogos didáticos em sala de aula como uma ferramenta eficaz no ensino de Biologia e mais especificamente no ensino de tópicos de orientação sexual. A produção de jogos implica em ludicidade e esta é definida nesta dissertação como a utilização de jogos, didáticos ou não, como ferramenta de ensino. Além de avaliar se o desenvolvimento de jogos didáticos, pelos alunos, é um bom recurso metodológico para trabalhar a temática da orientação sexual, estabelece relações entre esse processo criativo e a aprendizagem significativa e substantiva dos conteúdos e questões polêmicas inerentes a este tema transversal. Também foi objetivo criar condições para que o aluno seja um sujeito ativo na construção de sua aprendizagem, alcançando o que é denominado aprendizagem ativa. A pesquisa envolveu duas turmas de segundo ano de ensino médio. Uma turma, o grupo de controle, desenvolveu o conteúdo com o modelo tradicional de aulas expositivas e com exercícios de fixação providenciados pelo professor. O grupo experimental desenvolveu o conteúdo com a estratégia dos jogos didáticos. Os alunos receberam a tarefa de produzir três jogos, respectivamente, sobre o sistema reprodutor, métodos anticoncepcionais e o ciclo menstrual além de jogos sobre as doenças sexualmente transmissíveis. Cada jogo deveria possuir embalagens, folheto de regras, peças e tabuleiro, este quando aplicável e isso foi utilizado como critério avaliativo. Ao todo foram produzidos catorze jogos, divididos em jogos de tabuleiro, jogos de memória, quebracabeças e jogos de cartas. No início da pesquisa foi aplicado um questionário prévio para aferir o nível de conhecimento de cada turma. A turma controle teve médias de acertos maiores que o grupo experimental. No final do trabalho o mesmo teste foi aplicado e os resultados foram melhores no grupo experimental, mostrando um conhecimento maior por parte deste grupo especialmente quanto às questões presentes na mídia como camisinha, doenças sexualmente transmissíveis(DST) e contracepção, demonstrando um possível conhecimento prévio graças ao ensino fundamental e informações de campanhas na mídia. Por sua vez, o grupo experimental apresentou mais acertos no pré-teste nos tópico camisinha e DST. No pós-teste, houve um crescimento quanto as questões mais técnicas, tais como reprodução assexuada, progesterona, FSH, ovulogênese e pílula além disso, o número de acertos tanto no pré-teste quanto no pós-teste foi o mesmo na questão sobre DST. / Submitted by Ana Guimarães Pereira (agpereir@ucs.br) on 2016-02-22T12:33:58Z No. of bitstreams: 1 Dissertacao Marcus Vinicius Veiga Serafim.pdf: 2468083 bytes, checksum: b86db613fa24d901ff732fda2e37852d (MD5) / Made available in DSpace on 2016-02-22T12:33:58Z (GMT). No. of bitstreams: 1 Dissertacao Marcus Vinicius Veiga Serafim.pdf: 2468083 bytes, checksum: b86db613fa24d901ff732fda2e37852d (MD5) / Active learning is a challenge for teachers, especially when there are many other things to compete with their own learning. The question investigated in this research was about creating and producing games in the classroom as an effective tool in teaching Biology and more specifically in the teaching of sexual orientation topics. This use of games is defined in this dissertation as the use of playing games, educational or not, as a teaching tool. In addition to assessing the development of educational games by students is a good methodological approach to work the issue of sexual orientation, establishing a relationship between the creative process with the significant and substantive learning content and controversial issues inherent in this cross-cutting theme. Another objective was to create conditions to the student to have an active role in the construction of their learning, reaching the kind of learning that is called active learning. The research involved two classes of high school with students from second year. One group, the control group, developed the content with the traditional model of lectures and exercises provided by the teacher. The experimental group developed content with the strategy of educational games. Students had the task of producing three games, respectively, on the reproductive system, contraception and the menstrual cycle as well as games on sexually transmitted diseases. Every game should have packaging, rules, pieces and board, when was needed and this was used as a way to evaluate the students. The students produced twelve games, divided into board games, memory games, puzzles and card games. Starting the research, a questionnaire was used to assess the level of knowledge of each class. The experimental group had higher average hits the experimental group. After work the same test was applied and the results were better in the experimental group, showing a greater knowledge on the part of this group especially as to these issues in the media as condoms, sexually transmitted diseases (STDs) and contraception, demonstrating a possible personal sexual experience. In turn, the experimental group had a better score in the pre-test in topic about condoms and STDs. In the post-test, there was an increase in the answers about more technical issues such as reproduction, progesterone, FSH, ovulogenesis, pill and in addition, the number of hits in both of the pre-test and post-test was the same on the issue of STDs.

Aprendizagem ativa é um grande desafio para os professores, especialmente quando há tantos estímulos a competir com a própria aprendizagem. A questão investigada pelo presente trabalho foi a produção de jogos didáticos em sala de aula como uma ferramenta eficaz no ensino de Biologia e mais especificamente no ensino de tópicos de orientação sexual. A produção de jogos implica em ludicidade e esta é definida nesta dissertação como a utilização de jogos, didáticos ou não, como ferramenta de ensino. Além de avaliar se o desenvolvimento de jogos didáticos, pelos alunos, é um bom recurso metodológico para trabalhar a temática da orientação sexual, estabelece relações entre esse processo criativo e a aprendizagem significativa e substantiva dos conteúdos e questões polêmicas inerentes a este tema transversal. Também foi objetivo criar condições para que o aluno seja um sujeito ativo na construção de sua aprendizagem, alcançando o que é denominado aprendizagem ativa. A pesquisa envolveu duas turmas de segundo ano de ensino médio. Uma turma, o grupo de controle, desenvolveu o conteúdo com o modelo tradicional de aulas expositivas e com exercícios de fixação providenciados pelo professor. O grupo experimental desenvolveu o conteúdo com a estratégia dos jogos didáticos. Os alunos receberam a tarefa de produzir três jogos, respectivamente, sobre o sistema reprodutor, métodos anticoncepcionais e o ciclo menstrual além de jogos sobre as doenças sexualmente transmissíveis. Cada jogo deveria possuir embalagens, folheto de regras, peças e tabuleiro, este quando aplicável e isso foi utilizado como critério avaliativo. Ao todo foram produzidos catorze jogos, divididos em jogos de tabuleiro, jogos de memória, quebracabeças e jogos de cartas. No início da pesquisa foi aplicado um questionário prévio para aferir o nível de conhecimento de cada turma. A turma controle teve médias de acertos maiores que o grupo experimental. No final do trabalho o mesmo teste foi aplicado e os resultados foram melhores no grupo experimental, mostrando um conhecimento maior por parte deste grupo especialmente quanto às questões presentes na mídia como camisinha, doenças sexualmente transmissíveis(DST) e contracepção, demonstrando um possível conhecimento prévio graças ao ensino fundamental e informações de campanhas na mídia. Por sua vez, o grupo experimental apresentou mais acertos no pré-teste nos tópico camisinha e DST. No pós-teste, houve um crescimento quanto as questões mais técnicas, tais como reprodução assexuada, progesterona, FSH, ovulogênese e pílula além disso, o número de acertos tanto no pré-teste quanto no pós-teste foi o mesmo na questão sobre DST. / Active learning is a challenge for teachers, especially when there are many other things to compete with their own learning. The question investigated in this research was about creating and producing games in the classroom as an effective tool in teaching Biology and more specifically in the teaching of sexual orientation topics. This use of games is defined in this dissertation as the use of playing games, educational or not, as a teaching tool. In addition to assessing the development of educational games by students is a good methodological approach to work the issue of sexual orientation, establishing a relationship between the creative process with the significant and substantive learning content and controversial issues inherent in this cross-cutting theme. Another objective was to create conditions to the student to have an active role in the construction of their learning, reaching the kind of learning that is called active learning. The research involved two classes of high school with students from second year. One group, the control group, developed the content with the traditional model of lectures and exercises provided by the teacher. The experimental group developed content with the strategy of educational games. Students had the task of producing three games, respectively, on the reproductive system, contraception and the menstrual cycle as well as games on sexually transmitted diseases. Every game should have packaging, rules, pieces and board, when was needed and this was used as a way to evaluate the students. The students produced twelve games, divided into board games, memory games, puzzles and card games. Starting the research, a questionnaire was used to assess the level of knowledge of each class. The experimental group had higher average hits the experimental group. After work the same test was applied and the results were better in the experimental group, showing a greater knowledge on the part of this group especially as to these issues in the media as condoms, sexually transmitted diseases (STDs) and contraception, demonstrating a possible personal sexual experience. In turn, the experimental group had a better score in the pre-test in topic about condoms and STDs. In the post-test, there was an increase in the answers about more technical issues such as reproduction, progesterone, FSH, ovulogenesis, pill and in addition, the number of hits in both of the pre-test and post-test was the same on the issue of STDs.

The purposes of this study were to determine whether there were significant differences in knowledge and attitudes among fifth-, ninth- and twelfth-grade students after having been taught a unit on Human Growth, Development and Sexuality and to determine whether there were significant differences between these students and students not receiving the unit. The study attempted to determine at which of the three levels the human sexuality unit was most effective in transmitting knowledge and changing attitude in the area of human sexuality. An attempt was made to determine if there were significant differences between males and females in the knowledge obtained or attitude changes.

M.Cur. / HIV and AIDS education as a prevention strategy is priority number one in the National Strategic Plan for South Africa. Prevention of illnesses is also an integral part of primary health care (Department of Health, 2007: 10). There are different role players offering age-appropriate HIV and AIDS education to primary school learners, such as educators (within the Life Orientation programme), school health nurses (as part of health promotion) and non-governmental organisation (NGO) peer educators who visit schools per invitation or as part of their programme. Knowledge of collaboration amongst different role payers is necessary in order to pool the complementary strengths and maximise the positive impact of education on adolescents’ sexual behaviour. The design used in this research is quantitative and descriptive in nature. The respondents were clustered according to categories, namely school health nurses, primary school educators and NGO peer educators. As school health nurses (n=8) and peer educators (n=15) constituted a small population, they were all included in the study. Systematic random sampling was used to select respondents from the population of educators (N=75: n=42). A developed questionnaire was distributed to the consenting respondents who met the inclusion criteria. A checklist was also developed to review policies and guidelines used as a framework for providing HIV and AIDS education to learners by role players. A pilot study was conducted. The Statistical Package for Social Science (SPSS14.0) for Windows was used to analyse the data.

The HIV and AIDS prevalence in Kenya is still high and remains a major health concern despite the Kenyan government’s initiatives to create awareness about the epidemic through inclusion of the HIV and AIDS programme in schools. This is because the provision of sexuality, HIV and AIDS education in schools is not effective. Teachers face various challenges in the effective delivery of the subject due to their discomfort related to these sensitive topics. Therefore, learners are left inadequately supported by the teachers. With an immense variety of conflicting information about sexuality availed to young people through the social media and also through their peers, young people are left at risk of exploring their sexualities with inadequate and wrong information, thus exposing them to HIV infections. Since schools have been identified as ideal sites for the effective delivery of sexuality, HIV and AIDS education, teachers are expected to teach the learners using a variety of pedagogical strategies in order to achieve efficacy in the delivery of this subject, hence the need to explore teaching styles that could provide a safe space for the effective delivery of sexuality, HIV and AIDS education. This study sought to explore teachers’ experiences of using participatory visual methods in teaching sexuality education within the HIV and AIDS education programme in selected Kenyan secondary schools, in order to understand how such methods could affect the teaching of Sexuality education. This study employed a phenomenological research design, interpretivist paradigm and a participatory methodology. Memory accounts, reflective journals and focus group discussions were used for data generation with nine secondary school teachers, from three purposively selected schools in Kenya. Vygotsky’s socio-cultural theory underpinned the study. The findings revealed that teachers are uncomfortable teaching sexuality education because of fear of leading learners astray, fear of victimization and sexualization, and fear of misleading and hurting learners because of lack of knowledge. This resulted in teachers feeling guilty due to ineffective delivery of Sexuality education. The findings also revealed that participatory visual methods were effective for use by the teachers and the learners in the classroom to navigate issues around sexuality, HIV and AIDS. This was because they are learner-centred, thus making learners producers of knowledge while at the same time encouraging optimism in teaching and learning. This study thus recommends pre-service teacher training on participatory methods of teaching. Educational institutions should also arrange for workshops to train in-service teachers on comprehensive sexuality, HIV and AIDS education and how to tackle it in their classrooms. Moreover, curriculum developers should make sexuality, HIV and AIDS education a compulsory subject to give it equal status with other examinable subjects, for it to be taken seriously. It is only through concerted efforts from everyone that Kenya can reach its target of Zero new HIV infections.