| A classroom resource designed to enhance dialogue concerning agricultural biotechnology was developed and evaluated. Using a pre-test, post-test design, the classroom resource's effectiveness in engaging dialogue was assessed by changes in the students' attitudes---and various determinants of those attitudes---towards genetically engineered (GE) foods. Qualitative differences between rural and urban students were also examined. Despite few quantitative changes, there were decreases in non response and changes in responses to several qualitative questions. Also, post-test responses better reflected the classroom resource's content. It was concluded that rural (n = 101) and urban (n = 106) students were actively engaged in dialogue. |
