Food for Thought: Preservice Teachers’ Knowledge, Emotions, and Attitudes Toward Genetically Modified Foods

• In Event: Roundtable Session 22
  In Roundtable Session: Modifications: Assessing English Language Learners, Food Genetics, and Nutrition Understandings

Abstract

A teacher’s influence on students’ understanding and emotional perceptions of concepts provides justification for examining teacher emotions, knowledge, and attitudes toward content – particularly potentially controversial topics. Science education standards include topics that may be viewed as controversial, including genetically modified foods (GMFs). The present study documented how teachers responded to learning about and teaching GMFs, specifically examining their emotions, knowledge, and attitudes toward GMFs. Results indicate our preservice teacher participants’ tended to be curious about GMFs even though they experienced negative emotions towards GMFs. These preservice teachers were willing to learn and teach about GMFs, though they are somewhat resistant to personally consuming GMFs. Implications for pre-service teacher science preparation programs are discussed.

Authors

• Suzanne H. Broughton, Utah State University

• Louis S. Nadelson, Boise State University