The Effects of Different Types of Text and Individual Differences on View Complexity about Genetically Modified Organisms

Autor/inn/en	Dinsmore, Daniel L.; Zoellner, Brian P.; Parkinson, Meghan M.; Rossi, Anthony M.; Monk, Mary J.; Vinnachi, Jenelle
Titel	The Effects of Different Types of Text and Individual Differences on View Complexity about Genetically Modified Organisms
Quelle	In: International Journal of Science Education, 39 (2017) 7, S.791-813 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2017.1298871
Schlagwörter	Undergraduate Students; Attitude Measures; Science and Society; Scientific Principles; Student Attitudes; Reading Materials; Persuasive Discourse; Expository Writing; Personal Narratives; Cultural Influences; Agriculture; Food; Genetics; Agricultural Engineering; Beliefs; Pretests Posttests; Quasiexperimental Design; Mixed Methods Research; Attitude Change; Agricultural Production + Suchen Sie Ihr Suchwort? Schülerverhalten; Persuasion; Persuasive Kommunikation; Erlebniserzählung; Cultural influence; Kultureinfluss; Landwirtschaft; Lebensmittel; Humangenetik; Agrarindustrie; Agronomie; Agrarwissenschaft; Belief; Glaube; Attitudinal change; Einstellungsänderung; Agriculture; Production; Produktion; Agrarproduktion; Landwirtschaftliche Produktion
Abstract	View change about socio-scientific issues has been well studied in the literature, but the change in the complexity of those views has not. In the current study, the change in the complexity of views about a specific scientific topic (i.e. genetically modified organisms; GMOs) and use of evidence in explaining those views was examined in relation to individual factors and type of text (informational, persuasive, or narrative). Undergraduate students completed measures of their prior views about GMOs their epistemic beliefs about the nature of science, and activities related to food consumption. Participants then read either an informational, persuasive, or narrative passage about GMOs and again answered a question related to their views about GMOs. Participants who read the persuasive passage decreased in the complexity of their views, while those who read the narrative and expository passage increased in the complexity of their views. Additionally, while cultural activities related to the complexity of individuals' views during the pretest, these significant differences were not evident at posttest after the text intervention. These findings can be used to help scientists and teachers better understand how to communicate information critical to understanding complex science and environmental issues to the public and their students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01