1,814
Views
50
CrossRef citations to date
0
Altmetric
Learning, Instruction, and Cognition

Modifying Knowledge, Emotions, and Attitudes Regarding Genetically Modified Foods

, , &

References

  • Allport, G. W. (1935). Attitudes. In C. Murchison (Ed.), Handbook of social psychology (pp. 798–884). Worcester, MA: Clark University Press.
  • Alvermann, D., & Hague, S. (1989). Comprehension of counterintuitive science text: Effects of prior knowledge and text structure. Journal of Educational Research, 82, 197–202.
  • Bless, H. (2000). The interplay of affect and cognition: The mediating role of general knowledge structures. In J. Forgas (Ed.), Feeling and thinking: The role of affect in social cognition (pp. 201–222). New York, NY: Cambridge University Press.
  • Braasch, J. L., Goldman, S. R., & Wiley, J. (2013). The influences of text and reader characteristics on learning from refutations in science texts. Journal of Educational Psychology, 105(3), 561.
  • Broughton, S. H., Pekrun, R., & Sinatra, G. M. (2012). Climate change, genetically modified foods, airport body scanners: Investigating students’ emotions related to science topics. Paper presented at the annual meeting of the American Educational Researchers Association, National Conference, Vancouver, Canada.
  • Broughton, S. H., Sinatra, G. M., & Nussbaum, E. M. (2013). “Pluto has been a planet my whole life!” Emotions, attitudes, and conceptual change in elementary students learning about Pluto's reclassification. Research in Science Education, 43(2), 529–550.
  • Broughton, S. H., Sinatra, G. M., & Reynolds, R. E. (2010). The nature of the refutation text effect: An investigation of attention allocation. Journal of Education Research, 103(6), 407–423.
  • Chi, M. T. H. (1992). Conceptual change within and across ontological categories: Examples from learning and discovery in science. In R. Giere (Ed.), Cognitive models of science: Minnesota studies in the philosophy of science. Minneapolis: University of Minnesota Press.
  • Cronbach, L. J., & Shavelson, R. J. (2004). My current thoughts on coefficient alpha and successor procedures. Educational and Psychological Measurement, 64(3), 391–418.
  • Dole, J. A., & Sinatra, G. M. (1998). Reconceptualizing change in the cognitive construction of knowledge. Educational Psychologist, 33(2/3), 109–128.
  • Eagly, A. H., & Chaiken, S. (1993). The psychology of attitudes. Ft. Worth, TX: Harcourt Brace.
  • Eagly, A. H., Chen, S., Chaiken, S., & Shaw-Barnes, K. (1999). The impact of attitudes on memory: An affair to remember. Psychological Bulletin, 125, 64–89.
  • Evans, J. H. (2002). Religion and human cloning: An exploratory analysis of the first available opinion data. Journal for the Scientific Study of Religion, 41(4), 747–758.
  • Fiedler, K. (2001). Affective states trigger processes of assimilation and accommodation. In L. L. Martin & G. L. Clore (Eds.), Theories of mood and cognition: A user's guidebook (pp. 85–98). Mahwah, NJ: Erlbaum.
  • Frey, D. (1986). Recent research on selective exposure to information. In L. Berkowitz (Ed.), Advances in experimental social psychology (pp. 41–80). San Diego, CA: Academic Press.
  • Gaskell, G., Bauer, M., Durant, J., & Allum, N. (1999). Worlds apart: The reception of genetically modified foods in Europe and the US. Science, 285, 384–387.
  • Graham, J., Haidt, J., & Nosek, B. A. (2009). Liberals and conservatives relay on different sets of moral foundations. Journal of Personality and Social Psychology, 96(5), 1026–1046.
  • Gregoire, M. (2003). Is it a challenge or a threat? A dual-process model of teachers’ cognition and appraisal process during conceptual change. Educational Psychology Review, 15, 117–155.
  • Griffith, J. A., & Brem, S. K. (2004). Teaching evolutionary biology: Pressures, stress, and coping. Journal of Research in Science Teaching, 41(8), 791–809.
  • Heddy, B. C., & Sinatra, G. M. (2013). Transforming misconceptions: Using transformative experience to promote positive affect and conceptual change in students learning about biological evolution. Science Education, 97(5), 723–744.
  • Holbrook, A. L., Berent, M. K., Krosnick, J. A., Visser, P. S., & Boninger, D. S. (2005). Attitude importance and the accumulation of attitude-relevant knowledge in memory. Journal of Personality and Social Psychology, 88, 749–769.
  • Hynd, C. R. (2001). Refutational texts and the change process. International Journal of Educational Research, 35(7), 699–714.
  • Kardash, C. M., & Scholes, R. J. (1996). Effects of preexisting beliefs and repeated readings on belief change, comprehension, and recall of persuasive text. Contemporary Educational Psychology, 20(2), 201–221.
  • Kasuga, M., Liu, Q., Miura, S., Yamaguchi-Shinozaki, K., & Shinozaki, K. (1999). Improving plant drought, salt, and freezing tolerance by gene transfer of a single stress-inducible transcription factor. Nature Biotechnology, 17(3), 287–291.
  • Kendeou, P., & Van Den Broek, P. (2005). The Effects of Readers' Misconceptions on Comprehension of Scientific Text. Journal of Educational Psychology, 97(2), 235.
  • Kline, R. B. (2011). Principles and practice of structural equation modeling. New York, NY: Guilford Press.
  • Kendeou, P., & van den Broek, P. (2007). The effects of prior knowledge and text structure on comprehension processes during reading of scientific texts. Memory and Cognition, 35(7), 1567–1577.
  • Likert, R. (1932). A technique for the measurement of attitudes. Archives of Psychology, 140, 1–55.
  • Linnenbrink, E. A., & Pintrich, P. (2002). The role of motivational beliefs in conceptual change. In M. Limon and L. Mason (Eds.), Reconsidering conceptual change: Issues in theory and practice (pp. 115–135). Dordretch, The Netherlands: Kluwer Academic Publishers.
  • Linnenbrink, E. A. (2007). The role of affect in student learning: A multi-dimensional approach to considering the interaction of affect, motivation, and engagement. In P. A. Schutz & R. Pekrun (Eds.), Emotion in education (pp. 107–124). San Diego, CA: Academic Press.
  • Lombardi, D., Danielson, R. W., & Young, N. (2016). A plausible connection: Critical evaluation, the refutation effect, and plausibility reappraisal. Learning and Instruction, 44, 74–86. Retrieved from http://dx.doi.org/10.1016/j.learninstruc.2016.03.003
  • Lombardi, D., Nussbaum, E. M., & Sinatra, G. M. (2016). Plausibility judgments in conceptual change and epistemic cognition. Educational Psychologist, 51(1), 35–56.
  • Lombardi, D., & Sinatra, G. M. (2013). Emotions when teaching about human-induced climate change. International Journal of Science Education, 35, 167–191.
  • Maio, G. R., & Haddock, G. (2010). The psychology of attitudes and attitude change. Thousand Oaks, CA: Sage.
  • McCrudden, M. T., & Kendeau, P. (2014). Exploring the link between cognitive processes and learning from refutational text. Journal of Research in Reading, 37, 116–140.
  • McGuire, W. J. (1985). Attitudes and attitude change. In F. Lindzey & E. Aronson (Eds.), Handbook of social psychology (pp. 233–346). New York, NY: Random House.
  • Murphy, P. K. (2001). Teaching as persuasion: A new metaphor for a new decade. Theory Into Practice, 40(4), 224–227.
  • Murphy P. K., & Mason, L. (2006). Changing knowledge and beliefs. In P. A. Alexander, P. H. Winne ( Eds.). Handbook of educational psychology (pp. 305–324). Mahwah, NJ: Lawrence Erlbaum.
  • Muis, K. R., Pekrun, R., Azevedo, R., Sinatra, G. M., Trevors, G., Meier, E., & Heddy, B. C. (2015). The curious case of climate change: Epistemic emotions mediate relations between epistemic beliefs, learning strategies and learning outcomes. Learning and Instruction, 39, 168–183.
  • National Research Council. (2012). Discipline-based education research: Understanding and improving learning in undergraduate science and engineering. In S. R. Singer, N. R. Nielsen, & H. A. Schweingruber (Eds.), Committee on the Status, Contributions, and Future Directions of Discipline-Based Education Research, Board on Science Education, Division of Behavioral and Social Sciences and Education, Washington, DC: National Academies Press.
  • Op't Eynde, P., & Turner, J. E. (2006). Focusing on the complexity of emotion issues in academic learning: A dynamical component systems approach. Educational Psychology Review, 18(4), 361–376.
  • Pekrun, R. (1992). The impact of emotions on learning and achievement: Towards a theory of cognitive/motivational mediators. Applied Psychology, 41(4), 359–376.
  • Pekrun, R. (2006). The control-value theory of achievement emotions: Assumptions, corollaries, and implications for educational research and practice. Educational Psychology Review, 18, 315–341.
  • Pekrun, R., 2010. Academic emotions. In T. Urdan (Ed.), APA educational psychology handbook, vol. 2. Washington, DC: American Psychological Association.
  • Pekrun, R., Elliot, A. J., & Maier, M. A. (2006). Achievement goals and discrete achievement emotions: A theoretical model and prospective test. Journal of Educational Psychology, 98(3), 583.
  • Pekrun, R., Frenzel, A., Goetz, T., & Perry, R. P. (2007). The control-value theory of achievement emotions: An integrative approach to emotions in education. In P. A. Schutz & R. Pekrun (Eds.), Emotion in education (pp.13–36). San Diego, CA: Academic Press.
  • Pekrun, R., & Linnenbrink-Garcia, L. (2012). Academic emotions and student engagement. In S. L. Christenson, A. L. Reschly, & C. Wylie (Eds.), Handbook of research on student engagement (pp. 259–282). New York, NY: Springer.
  • Pekrun, R., & Stephens, E. J. (2012). Academic emotions. In K. R. Harris, S. Graham, T. Urdan, J. M. Royer, & M. Zeidner (Eds.), Individual differences and cultural and contextual factors: Vol. 2. APA educational psychology handbook (pp. 3–31). Washington, DC: American Psychological Association.
  • Petty, R. E., & Brinol, P. (2015). Emotion and persuasion: Cognitive and meta-cognitive processes impact attitudes. Cognition and Emotion, 29(1), 1–26.
  • Petty, R. E., Cacioppo, J. T., & Goldman, R. (1981). Personal involvement as a determinant of argument-based persuasion. Journal of Personality and Social Psychology, 4, 847–855.
  • Pintrich, P., Marx, R., & Boyle, R. (1993). Beyond cold conceptual change: The role of motivational beliefs and classroom contextual factors in the process of conceptual change. Review of Education Research, 63, 167–199.
  • Poortinga, W., & Pidgeon, N. F. (2006). Exploring the structure of attitudes toward genetically modified food. Risk Analysis, 26(6), 1707–1719.
  • Posner, G., Strike, K., Hewson, P., & Gertzog, W. (1982). Accommodation of a scientific conception: Towards a theory of conceptual change. Science Education, 67(4), 489–508.
  • Prislin, R., & Crano, W. D. (2008). Attitudes and attitude change: The fourth peak. In W. D. Crano & R. Prislin (Eds.), Attitudes and attitude change: Frontiers of social psychology (pp. 3–15). New York, NY: Psychology Press.
  • Rosenberg, E. L. (1998). Levels of analysis and the organization of affect. Review of General Psychology, 2, 247–270.
  • Sinatra, G. M., Broughton, S. H., & Lombardi, D. (2014). Emotions in science education. In R. Pekrun & L. Linnenbrink-Garcia (Eds.), International handbook of emotions in education (pp. 415–436). New York: Taylor & Francis.
  • Sinatra, G. M., & Broughton, S. H. (2011). Bridging reading comprehension and conceptual change in science: the promise of refutation text. Reading Research Quarterly, 46(4), 374–393.
  • Sinatra, G. M., Kienhues, D., & Hofer, B. (2014). Addressing challenges to public understanding of science: Epistemic cognition, motivated reasoning, and conceptual change. Educational Psychologist, 49(2), 123–138.
  • Sinatra, G., & Pintrich, P. R. (2003). Intentional conceptual change. Mahwah, NJ: Erlbaum. Vosniadou, S. (1994). Capturing and modeling the process of conceptual change. Learning and Instruction, 4, 45–69.
  • Sinatra, G. M., & Seyranian, V. (2016). Warm change about hot topics: The role of motivation and emotion in attitude and conceptual change about controversial science topics, (pp. 245–256). In L. Corno & E. Anderman (Eds.), APA Handbook of Educational Psychology. Washington, DC: APA.
  • Steele, C. M., & Aronson, J. (1995). Stereotype threat and the intellectual test performance of African Americans. Journal of Personality and Social Psychology, 69(5), 797.
  • Taasoobshirazi, G., & Sinatra, G. M. (2011). A structural equation model of conceptual change in physics. Journal of Research in Science Teaching, 48(8), 901–918.
  • Tabachnick, B. G., & Fidell, L. S. (1996). Using multivariate statistics. Boston, MA: Allyn & Bacon.
  • Tippett, C. D. (2010). Refutation text in science education: A review of two decades of research. International Journal of Science and Mathematics Education, 8(6), 951–970.
  • Trevors, G., Muis, K. R., Pekrun, R., Sinatra, G. M., & Winne, P. H. (2016). Identify and epistemic emotions during knowledge revision: A potential account for the backfire effect. Discourse Processes, 53(5-6), 339–370.
  • Uzogara, S. G. (2000). The impact of genetic modification of human foods in the 21st century: A review. Biotechnology Advances, 18(3), 179–206.
  • US Department of Agriculture and US Department of Health and Human Services, Dietary Guidelines for Americans, 2010. Washington, DC: US
  • van Loon, M. H., Dunlosky, J., van Gog, T., van Merriënboer, J. J. G., & de Bruin, A. B. H. (2015). Refutations in science texts lead to hypercorrection of misconceptions held with high confidence. Contemporary Educational Psychology, 42, 39–48.
  • Varzakas, T. H., Arvanitoyannis, I. S., & Baltas, H. (2007). The politics and science behind GMO acceptance. Critical Reviews in Food Science and Nutrition, 47(4), 335–361.
  • Vosniadou, S. (2013a). International Handbook of Conceptual Change. New York, NY: Routledge.
  • Vosniadou, S. (2013b). Conceptual change in learning and instruction: The framework theory approach. In S. Vosniadou (Ed.), The international handbook of conceptual change (pp. 11–30). New York, NY: Routledge.
  • Williams, M., Cross, D., Hong, J., Aultman, L., Osbon, J., & Schutz, P. (2008). "There are no emotions in math": How teachers approach emotions in the classroom. Teachers College Record, 110(8), 1574–1610.
  • Woloschuk, W., Harasym, P. H., & Temple, W. (2004). Attitude change during medical school: A cohort study. Medical Education, 38(5), 522–534.
  • Zimbardo, P. G., & M. R. Leippe. 1991. The psychology of attitude change and social influence. New York, NY: McGraw.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.