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Peer Teaching Increases Knowledge and Changes Perceptions about Genetically Modified Crops in Non-Science Major

Hanya E Chrispeels1, Jordan M Chapman1, Carole L Gibson1

  • 1Department of Biology, Wake Forest University, Winston-Salem, NC 27109.

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Peer teaching significantly improved non-science undergraduates' understanding and acceptance of genetically modified organisms (GMOs). Students shifted from viewing GMOs as harmful to favoring their agricultural use after teaching the science.

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Area of Science:

  • Agricultural Science
  • Genetics Education
  • Biology Education

Background:

  • Understanding of genetically modified (GM) crops and organisms (GMOs) is crucial for informed public discourse.
  • Non-science majors often lack foundational knowledge regarding agricultural biotechnology.
  • Peer teaching offers a novel pedagogical approach to enhance scientific literacy.

Purpose of the Study:

  • To evaluate the impact of a service-learning program (SLP) involving peer teaching on undergraduates' knowledge, perceptions, and opinions of GMOs.
  • To assess how teaching complex genetic concepts influences students' own understanding and attitudes.
  • To explore the relationship between knowledge, perceptions, and opinions regarding GMOs.

Main Methods:

  • Undergraduates in a nonmajors biology course participated in an SLP, teaching high school students about crop genetics and GM approaches.
  • Pre- and post-assessments were administered to measure changes in undergraduate knowledge, perceptions of risk/benefit, and opinions on GMO use.
  • Correlational analyses examined relationships between knowledge, perceptions, and opinions.

Main Results:

  • Undergraduate opinions favoring GMO use in agriculture surged from 46% to 97% post-SLP.
  • Perceptions shifted dramatically, with 43% initially viewing GMOs as harmful or suspect, compared to 0% after participation.
  • Knowledge about GMOs became more accurate, and students identified peer teaching as key to their learning gains.

Conclusions:

  • Service-learning, through cross-age peer teaching, effectively enhances non-science undergraduates' understanding and positive reception of GMOs.
  • Learning scientific concepts to teach them reinforces knowledge and shapes informed opinions on agricultural biotechnology.
  • This pedagogical model demonstrates a successful strategy for improving scientific literacy and public perception of GMOs.