title: Better learning through instructional science: a health literacy case study in "how to teach so learners can learn".
abstract: Health education and behavior change interventions typically pay little attention to the intervention's instructional foundation. Combining the fields of health literacy, cognitive psychology, and adult learning theory, this article provides an integrative scientific approach, called the BEAN (Better Education and iNnovation) model, to creating an instructional foundation based on how individuals acquire knowledge and skills. The article uses a case study example from an adult literacy center's health literacy class to explore how environmental factors and instructional strategies can be applied to health education and behavior change interventions. Data for this case study were derived through 20 hours of classroom observation and qualitative interviews with 21 adult education students and 3 instructors. Results provide practical examples of environmental factors and instructional strategies designed to facilitate learning, such as fostering autonomy, activating prior knowledge, and fostering perspective change. Results also describe the resulting health behavior changes of students attending the health literacy class, such as increased medication adherence and physical activity, improved nutritional habits, and increased question asking of health practitioners. This article serves as a first step to encouraging researchers and educators to consider the importance of drawing on cognitive psychology and theories of adult learning to create a scientifically based instructional foundation for health behavior change programs. Additionally, by drawing on the expertise of adult educators well versed in the science of instructional design, this article also demonstrates that the adult education classroom is an excellent setting for conducting health education and behavior change interventions.
authors.affiliation: Department of Behavioral Sciences and Health Education, Rollins School of Public Health, Emory University, Atlanta, Georgia, USA. ariela.freedman@emory.edu
authors.forename: Ariela M
authors.initials: AM
authors.lastname: Freedman
authors.forename: Katharina V
authors.initials: KV
authors.lastname: Echt
authors.forename: Hannah L F
authors.initials: HL
authors.lastname: Cooper
authors.forename: Kathleen R
authors.initials: KR
authors.lastname: Miner
authors.forename: Ruth
authors.initials: R
authors.lastname: Parker
mesh_terms: D000328:Adult; D004777:Environment; D005260:Female; D015438:Health Behavior; D006266:Health Education / Q000458:organization & administration; D057220:Health Literacy / Q000458:organization & administration*; D006293:Health Promotion / Q000458:organization & administration*; D006801:Humans; D007858:Learning; D008297:Male; D008875:Middle Aged; D017145:Models, Educational; D019982:Organizational Case Studies; D012959:Socioeconomic Factors; D013663:Teaching / Q000458:organization & administration*