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Abstract

Health Occupations Education students and teachers recognize the relationship between life and physical sciences and the health occupations curriculum. To verify this relationship, the Division of Vocational Education, North Carolina Department of Public Instruction, funded a project for North Carolina State University’s Health Occupations Teacher Education faculty to study the relationship of science and health occupations and to analyze the science competencies taught in health occupations courses in secondary schools. A teacher panel and technical advisory panel assisted with the study. A survey of teachers verified the relationship of health occupations and science competencies. Results of the survey formed the basis for matching health occupations competencies with science competencies, developing health occupations learning modules stressing science health occupations courses. Each of six modules developed for use by health occupations teachers included both health occupations and matching science competencies. Modules were developed for anatomy, immunity, metrics, nutrition, respiration, and health risk awareness.

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