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Classically, health education has provided mainly factual knowledge about diseases and their prevention. This educational approach is within the so called Biomedical Model (BM). It is based on pathologic (Pa), curative (Cu) and preventive (Pr) conceptions of health. In contrast, the Health Promotion (HP) approach of health education intends to improve health by promoting healthy habits (He) and by developing empowerment (Ep) for a healthy decision-making with regard to environmental (Ev) challenges. The aim of the present study focused on a comparison of the emphasis on either model (BM or HP) as it is presented by textbooks from 16 countries. Each country team analysed the textbooks that are more frequently used at each educational level. Text and image analysis identified that some countries, such as France and Italy, as more associated with the Biomedical Model, whereas Germany, Mozambique and Finland were more linked to the Health Promotion approach. Data organised for four pupils’ age groups (6-9, 10-12, 13-15, 16-18 years old) showed that text and images of the same textbooks gave similar results in terms of following either the BM or HP model, and showed different indicators of consistency (Pa, Cu, Pr for BM; and He, Ep, Ev for HP). Furthermore, although the analyses might be, to a certain extent, subjective (depending on the researcher), it was shown to be very reliable, since all countries, whose textbooks were analysed for the 4 age groups or only the 3 age groups, showed a similar tendency of evolving from a HP (early ages) to a BM approach (elder ages). The interesting finding that the younger pupils’ textbooks were more associated with the Health Promotion pole, whereas the older pupils’ textbooks were consistent with the Biomedical Model pole seems to be a matter of further and deep investigation., LIBEC/CIFPEC - unidade de investigação 16/644 da FCT, European project FP6 Biohead-Citizen CIT2-CT-2004-506015, Projecto da FCT “Análise de manuais escolares” (PTDC/CED/65224/2006)

Classically, Health Education has been based in the Biomedical Model (BM) of Health, where the pathologic, Curative and Preventive conceptions are its main pillars. The more recent approach of Health Promotion (HP) looks for identification of Healthy habits, develop empowerment for healthy decision-making towards environmental challenges. The aim of the present study was to compare the emphases on either model (BM or HP) given by textbooks on the topic of Health Education of 14 countries. Results showed that the countries with higher percentage of BM approach were France (99.2%), Malta (98.5%) and Italy (91.0%) whereas the countries showing more tendency for the HP approach were Germany (64.6%), Morocco (51.0%) and Finland (50.1%)., European project FP6 Biohead-Citizen CIT2-CT-2004-506015., Fundação para a Ciência e a Tecnologia (FCT) - LIBEC/CIFPEC - unidade de investigação (16/644).

Health and environmental education in Finnish schools is guided firstly by the national core curriculum and secondly by the individual curricula in each school. However, teaching practices are influenced to some extent also by teachers’ own conceptions and systems of values. The aim of the study was to examine Finnish pre- and in-service teachers’ conceptions, values and experiences concerning health and environmental education. Respondents (n=312) comprised of pre-service teachers (52 %), in-service teachers (37 %), and other teachers and students in Biology, Home Economics, and Finnish language (11 %). Respondents regarded health and environmental education important. Their principal goal in education was rather to have an effect on pupils’ behaviour than to provide scientific knowledge of health. Constant lack of time as well as inadequate training and material were most often cited as obstacles in teaching health education. Teachers in general had a positive attitude towards environment, although biologists seemed more environmentally-oriented compared to other teachers., European project FP6 “Biohead-Citizen” CIT2-CT-2004-506015. CIFPEC - unidade de investigação 644 da FCT. Finnish National Board of Education, National Core Curriculum for Basic Education, Opetushallitus, Vammala, Finland.

Teaching of health and environmental knowledge in Finnish schools is guided by the national core curriculum and school curriculum. However, teaching practices are influenced to some extent also by teachers’ own conceptions and systems of values. The aim of the study was to survey Finnish pre- and in-service teachers’ conceptions concerning teaching of health and environmental knowledge as well as their attitudes and values related to environment. Teach-ers (n=312) appreciate and see their value at school in improving pupils’ behaviour. However, they point to a consistent lack of time or/and inadequate training. Teachers in general own positive attitudes towards the nature, although biologists seem to be more nature-centred compared to other teachers., European project FP6 “Biohead-Citizen” CIT2-CT-2004-506015., LIBEC/CIFPEC - Unidade de investigação 16/644 da FCT.

Preliminary results show that in the Juva district amount of energy according to the purchase diary is 7.6 MJ/person/day and in Järna district the amount is 9.4 MJ/person/day. Our results are in a range that is reasonable.