Cognitive and affective risk perceptions toward food safety outbreaks: mediating the relation between news use and food consumption intention

Much research on risk perception and health behavior has examined cognitive dimensions of risk but not affective dimensions. To address this gap, this study examines both cognitive risk perception (perceived risk of susceptibility and severity) and affective risk perception (worry) in the context of food safety risks in East Asia. We investigate their roles in independently and jointly predicting intention to consume outbreak-associated food products, as well as mediating the influences of news exposure and attention on intention. Data from a nationwide survey in South Korea (N = 1500) lent overall support for our hypotheses in both cases of processed food from China and seafood from Japan. Our findings show: (1) both perceived risk and worry were negatively associated with food consumption intention, and the association between perceived risk and intention was stronger among those higher in worry; (2) news attention had stronger associations with perceived risk and worry than news exposure, and attention moderated the relationship between news exposure and perceived risk; and (3) perceived risk and worry mediated the associations between news use and food consumption intention. Implications and limitations of the findings are discussed.     

Structuralism’s relevance in a post-structural era: Re-visiting research on multicultural curricular studies

At the current historical juncture in which differences and inequalities are surfacing greater than ever in the world, societies, and schools, the main goal of this essay is to revisit the aspects of structuralism that can potentially contribute productively to understanding the invisible structures and forces that everyone carries (mostly unknowingly) with them at all times and in all places including in multicultural curricular and social justice work. By doing so, this essay also attempts to dispute with liberal humanistic notions of the self (teachers and students) in multicultural curricular studies that continues to support the dominant framework of curriculum. This essay is grounded on the idea that progressive change is predicated on (although never guaranteed by) uncovering and understanding as fully as possible the social, political, and economic organization of the world, which is always mediated by individual selves who are located within the world in specific ways.     

Factors Influencing Science Content Accuracy in Elementary Inquiry Science Lessons

Elementary teachers face increasing demands to engage children in authentic science process and argument while simultaneously preparing them with knowledge of science facts, vocabulary, and concepts. This reform is particularly challenging due to concerns that elementary teachers lack adequate science background to teach science accurately. This study examined 81 in-classroom inquiry science lessons for preservice education majors and their cooperating teachers to determine the accuracy of the science content delivered in elementary classrooms. Our results showed that 74 % of experienced teachers and 50 % of student teachers presented science lessons with greater than 90 % accuracy. Eleven of the 81 lessons (9 preservice, 2 cooperating teachers) failed to deliver accurate science content to the class. Science content accuracy was highly correlated with the use of kit-based resources supported with professional development, a preference for teaching science, and grade level. There was no correlation between the accuracy of science content and some common measures of teacher content knowledge (i.e., number of college science courses, science grades, or scores on a general science content test). Our study concluded that when provided with high quality curricular materials and targeted professional development, elementary teachers learn needed science content and present it accurately to their students.