Hybrid thematic analysis reveals themes for assessing student understanding of biotechnology. Issue 3 (3rd July 2018)

• Record Type: Journal Article
• Authors: Anderton, Brittany N.; Ronald, Pamela C.
• Is Part Of: Journal of biological education. Volume 52:Issue 3(2018)
• Page Start: 271
• Page End: 282
• Publication Date: 2018-07-03
• Subjects: Biotechnology education -- biotechnology literacy -- genetic technologies -- thematic analysis -- peer discussion; Biology -- Study and teaching -- Periodicals; Biologie -- Étude et enseignement -- Périodiques; Biology -- Study and teaching; Periodicals; 570.7
• DOI: 10.1080/00219266.2017.1338599
• Languages: English
• ISSNs: 0021-9266

Abstract

Abstract: Despite efforts to increase teaching of biotechnology worldwide, there are concerns that public literacy of genetic technologies remains insufficient. Improved education strategies are expected to empower individuals to make informed decisions about biotechnology. To evaluate the teaching and learning of this complex topic, qualitative assessment tools are needed. In this case study, we performed a hybrid thematic analysis to identify a set of overarching themes that can be used to evaluate individuals' understanding of genetic technologies. We analysed the written justifications students gave for their attitudes on a range of genetic technologies, before and after peer-led discussion of each topic. We identified seven themes commonly detected in student responses, five of which have been previously described in studies of mass media communication of biotechnology. Our preliminary analysis suggests that peer-led discourse can promote changes in student understanding of biotechnology. We conclude that hybrid thematic analysis is a useful approach for evaluating the teaching and learning of genetic technologies. We discuss the utility of the hybrid approach and the themes described here for future studies of biotechnology education.