Honors Theses
Date of Award
Spring 5-10-2024
Document Type
Undergraduate Thesis
Department
Education
First Advisor
Matthew Reysen
Second Advisor
Nicole Roberson
Third Advisor
Ann Monroe
Relational Format
Dissertation/Thesis
Abstract
Moral convictions have been shown to impact learning about science topics, but there exists a gap in literature about whether education on the mechanisms of DNA technologies, such as the recently developed CRISPR-Cas9 system, can affect moral convictions and emotions regarding its use on humans. To investigate this relationship, we examined the results of how three-hundred and fifty-three introductory psychology students at the University of Mississippi rated their moral convictions and emotions on the subject before and after engaging with instructional material. The results indicated that a majority of participants originally had no position (48.2%) or were morally opposed (41.6%). After engaging, 37.61% of participants had no position, and 34.76% of participants were morally opposed to its use. We also saw a significant increase in positive emotions (curiosity, happiness, and surprise) and a significant decrease in negative emotions (anger, anxiousness, shame, boredom, fear, frustration, and hopelessness) after engagement. Moral convictions did not change significantly. Taken together, we have found that education on the workings of DNA technology can significantly change participants’ emotions and their moral stance regarding the use of it on humans.
Recommended Citation
Jenkins, Emily, "Morality in Mississippi Science Education: The Impact of Instruction on Moral Conviction and Emotions Regarding Genetic Engineering" (2024). Honors Theses. 3133.
https://egrove.olemiss.edu/hon_thesis/3133
Included in
Educational Psychology Commons, Science and Mathematics Education Commons, Secondary Education Commons