Impact of teaching methods on learner preferences and knowledge gained when informing adults about gene editing
Robert Thiel | Amanda Bowling | Joy Rumble | Brandon McFadden | Kathryn Stofer | Kevin Folta
Consumer 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.
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