Learning for Everyday Life: Students’ standpoints on loud sounds and use of hearing protectors before and after a teaching–learning intervention

Abstract

Researchers have highlighted the increasing problem of loud sounds among young people in leisure-time environments, recently even emphasizing portable music players, because of the risk of suffering from hearing impairments such as tinnitus. However, there is a lack of studies investigating compulsory-school students’ standpoints and explanations in connection with teaching interventions integrating school subject content with auditory health. In addition, there are few health-related studies in the international science education literature. This paper explores students’ standpoints on loud sounds including the use of hearing-protection devices in connection with a teaching intervention based on a teaching–learning sequence about sound, hearing and auditory health. Questionnaire data from 199 students, in grades 4, 7 and 8 (aged 10–14), from pre-, post- and delayed post-tests were analysed. Additionally, information on their experiences of tinnitus as well as their listening habits regarding portable music players was collected. The results show that more students make healthier choices in questions of loud sounds after the intervention, and especially among the older ones this result remains or is further improved one year later. There are also signs of positive behavioural change in relation to loud sounds. Significant gender differences are found; generally, the girls show more healthy standpoints and expressions than boys do. If this can be considered to be an outcome of students’ improved and integrated knowledge about sound, hearing and health, then this emphasizes the importance of integrating health issues into regular school science.

Keywords:

• Health education
• Developmental research
• Attitudes
• Loud sound
• Auditory health
• Teaching–learning sequence