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The purpose of this paper is to assess the socioscientific issue (SSI) method as a way of improving seventh graders’ nutrition know-how on dietary supplements (DS), and to describe how students experience learning nutritional issues through the SSI method.

Participants were seventh graders from three different classes (n=43). Health education intervention lasted 7 h and it embodied the three-staged model: the scenario, the inquiry and the decision-making stages. The study was qualitative in nature. The data were collected through a questionnaire before and after the intervention. The data were analyzed using summative content analysis.

Intervention tended to deepen students’ know-how on vitamins and rational use of DS. Students’ experiences of learning nutritional issues through the SSI method were generally positive. The scenario stage was considered current and authentic. The inquiry stage and decision-making stage helped in understanding the societal connections between the study task and the rational use of DS.

SSI method enhances students’ knowledge about the rational use of DS. E-learning environment gave students possibilities to work collaboratively. Especially, possibilities to discuss with peers and share own experiences supported learning.

To solve the need of dietary supplements (DS) is a complex nutritional issue for society and for individuals. Since consumption of special diets has increased among adolescents, the rational consumption of DS is relevant and interesting learning topic at secondary school.

The purpose of this paper is to contribute to the development of medicine education by examining pupils’ perceptions of medicines and medicine use.

Fourth graders’ (n=51, aged 10-11) perceptions about medicines and their use were collected in one school through mixed-methods using a questionnaire, a drawing and discussions.

Listing several over-the-counter medicines, pupils most frequently perceived that medicines are meant for treating headaches, wounds or temporarily when they are sick or have some pain, and that medicines help to ease symptoms and speed recovery. Pupils mentioned getting information about medicines from the pharmacist, the internet, the physician, as well as from medical packages.

This study was carried out in one school context and is therefore not necessarily generalizable, it does, however, bring an awareness of concrete pedagogical needs to the debate on health education and was conducted using methods that, to some extent, can be transferred to any school setting.

These results show that medicine education should already be started in primary school, along with critical thinking skills related to use of the internet.

The development of medicine education may help improve the wellbeing of pupils.

The triangulation of data used in the paper are in the authors’ awareness unique in the context of medicine education. The results particularly highlight the role of the internet in medicine education, thus suggesting the importance of critical thinking.

A medicine education web site was developed during a research project in 2002–2004 to help teachers in primary and junior secondary schools to teach children the proper use of medicines. However, there was a need to develop further the assignments for the youngest schoolchildren. The aim of this study is to evaluate the usefulness of three medicine education assignments created for seven to nine year‐old children, and to describe how children experienced them.

Triangulation of two methods was used: ten observed lessons and eight focus group discussions (FGD) with children (n=46). Two researchers observed medicine education lessons given by four primary school teachers. After these lessons, the children were interviewed in focus group discussions.

Teachers used the assignments in various ways. It became clear in the observations that the children enjoyed the assignments and that they did not feel embarrassed about the topics discussed. During the FGDs, they discussed topics related to learning objectives generally in a good and extensive way. Moreover, the children remembered the main messages to be learnt.

The medicine education assignments developed for seven to nine year‐old children are useful and feasible, and furthermore, they are flexible and can be used in different situations with different groups of children.

The aim of this study is to investigate teachers' attitudes towards medicines and to determine what they are willing to teach children about medicines. This study is part of a larger project where medicine education materials accessible on the internet (www.uku.fi/laakekasvatus, in Finnish with English introduction) were designed, developed, and evaluated.

The data were collected from a convenience sample of primary (n=11) and junior secondary (n=3) schoolteachers who attended three focus group discussions (FGDs). Before the FGDs, the teachers had taught three medicine education sessions based on medicine education curriculum materials to their own classes.

Three different types of teachers were found: empowering (n=6), paternalistic (n=6), and material evaluating (n=2). An empowering teacher was ready to facilitate the empowerment of children as medicine users. A paternalistic teacher wanted to teach children the dangers of medicines and also the importance of a healthful lifestyle. The material evaluating type of teacher commented mainly on the usefulness of the medicine education materials without expressing any attitude towards medicines.

Because of the small number of teachers participating in this study, it may be regarded as a pilot study that generated a hypothesis. Results need to be verified with a larger sample of teachers and with quantitative research methods before generalizations can be made.

This study suggests a need to educate teachers about what medicine education is and how it could be taught with an empowering approach.

This study is part of a larger project, which aims to develop medicine education materials for teachers. The aim of the present study was to discover children's interests in medicines and teachers' opinions on what should be taught about medicines to children of different ages. Furthermore, teachers' opinions were assessed about the importance of medicine education as a part of school health education. The aim of the recommendations, based on our research and the materials developed during this process, is to clarify what proper use of medicines can mean, and in this way help teachers fulfil the requirements of the new Finnish health education curriculum.

Twelve focus group discussions were conducted among a convenience sample of first‐graders (7‐8 years, n=23), fourth‐graders (10‐11 years, n=24) and seventh‐graders (13‐14 years, n=19). A national representative survey was conducted to gather data from the teachers (n=284, response rate 71 percent).

Children's interests and teachers' opinions on what could be taught about medicines to children of different ages were quite similar. However, fourth‐graders were interested in many topics which teachers considered suitable for older children, for example, how medicines work, how to avoid adverse reactions, and abuse of medicines. The vast majority of the teachers (93 percent) considered teaching about the proper use of medicines so important that it should be included in the national curriculum of health education. Of the children, fourth‐graders were the most interested in medicines.

This is one of the first studies, which combine the opinions of children and teachers, on what to teach children of different ages about the proper use of medicines. During the study, evidence‐based recommendations on what to teach children about medicines and teaching materials were created.