Impact of teaching methods on learner preferences and knowledge gained when informing adults about gene editing

Author(s)Thiel, Robert
Author(s)Bowling, Amanda
Author(s)Rumble, Joy
Author(s)McFadden, Brandon
Author(s)Stofer, Kathryn
Author(s)Folta, Kevin
Date Accessioned2022-03-23T18:47:29Z
Date Available2022-03-23T18:47:29Z
Publication Date2022-02-02
DescriptionThis article was originally published in Advancements in Agricultural Development. The version of record is available at: https://doi.org/10.37433/aad.v3i1.133en_US
AbstractConsumer acceptance of gene-editing technologies is a major hurdle to technology use, and opposition to gene-editing technologies may accompany a lack of knowledge by consumers. The purpose of this mixed-method study was to describe which method of instruction, behaviorism or constructivism, consumers preferred when learning about gene-editing and determine which method resulted in the highest amount of knowledge gained. Data were collected from eight focus groups across the country through a multiple-choice knowledge scale and open-ended questions. The qualitative results indicated that the participants preferred the behaviorism style over constructivist style due to the clarity of materials, the efficiency of time, and individual work. A large portion of participants felt the exposure to both teaching methods gave them more knowledge, that the information was interesting, and that they wanted more information. The quantitative results indicated that the behaviorist teaching method scores were significantly higher than the constructivist style of teaching. We recommend that practitioners align the appropriate teaching method with the amount of time allowed for the lesson, to use a variety of strategies when using behaviorist methods, and provide guidance and structure when using constructivist methods.en_US
SponsorThis work was supported by the USDA National Institute of Food and Agriculture [2018-67023-29795].en_US
CitationThiel, R., Bowling, A., Rumble, J., McFadden, B., Stofer, K. and Folta, K. (2022) “Impact of teaching methods on learner preferences and knowledge gained when informing adults about gene editing”, Advancements in Agricultural Development, 3(1), pp. 70–86. doi: 10.37433/aad.v3i1.133.en_US
ISSN2690-5078
URLhttps://udspace.udel.edu/handle/19716/30699
Languageen_USen_US
PublisherAdvancements in Agricultural Developmenten_US
KeywordsAndragogyen_US
KeywordsAdult Educationen_US
KeywordsInformal Learningen_US
TitleImpact of teaching methods on learner preferences and knowledge gained when informing adults about gene editingen_US
TypeArticleen_US
Files
Original bundle
Now showing 1 - 1 of 1
Loading...
Thumbnail Image
Name:
Impact of Teaching Methods on Learner Preferences and.pdf
Size:
819.43 KB
Format:
Adobe Portable Document Format
Description:
Main article
License bundle
Now showing 1 - 1 of 1
No Thumbnail Available
Name:
license.txt
Size:
2.22 KB
Format:
Item-specific license agreed upon to submission
Description: