Modifying Attitudes, Emotions, and Conceptual Knowledge About Genetically Modified Foods

• In Event: Antecedents and Consequences of Emotions in Learning

Abstract

The purpose of this study was to explore how attitudes, emotions, and conceptual change interact while learning about genetically modified foods (GMFs). Three hundred and twenty-two college students at a large southwestern university served as participants, half read a refutation text, while the other half served as a control. The results suggest that the refutation text effectively facilitated change in attitudes, emotions, and conceptual knowledge, as compared to the control condition. Moreover, engaging in conceptual change predicted a decrease in negative emotions, and an increase in positive emotions regarding GMFs. In turn, these changes in emotions predicted attitude change. We discuss the implications of this study for science education.

Authors

• Benjamin C. Heddy, University of Oklahoma

• Gale M. Sinatra, University of Southern California

• Robert William Danielson, University of Southern California