Science Fiction in Education: Case studies

from classroom implementations

Vrasidas, C., Theodoridou, K., Aravi,

C., & Panaou, P

http://www.scifieducation.org

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Contracting Authority

Education Audiovisual & Culture Executive Agency (EACEA)

Programme Lifelong Learning Programme (centralized)

Action COMENIUS Multilateral Projects

Coordinator P1: CARDET LTD (CYPRUS)

Co-beneficiaries P2: University of Pitesti (ROMANIA)

P3: County Meath Vocational Educational Committee (IRELAND)

P4: PUBLIC LIBRARY IN URSUS DISTRICT OF THE CITY OF WARSAW

P5: INNOVADE LI LTD (CYPRUS))

P6: Agenzia per lo Sviluppo Empolese Valdelsa (ITALY)

Duration 1 Nov 2012 – 31 Oct 2014 (24 months)

About the project

Why Science Fiction IN EDUCATION?

Rationale of the project

• Research tells us that the introduction of

narrative in science education significantly

increases students’ memory, interest, and

understanding (Norris et al., 2005: 356).

• Sci-Fi has the potential to engage students in

subjects from Physics, Math, and Biology, to

Computer Science and Engineering.

• The consortium believes that Sci-Fi narratives, in

particular, can bring about impressive

improvement in European science education.

“No other genre is so free to imagine

the possibilities of other worlds,

societies, and times as science fiction” -- Sullivan III

Sci-Fi helps scientists

“see into the future”

Marcus du Sautoy, a mathematician at Oxford University: Science Fiction “helps you to think the impossible and see if it is possible”

Mark Brake, professor of science communication at Glamorgan University, recognizes that H. G. Wells’ science fiction novella The Time Machine, published in 1895, was several years ahead of the theory of special relativity.

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http://www.universetoday.com/111654/infographic-sci-fi-books-that-predicted-the-future/

http://www.printerinks.com

Cognitive estrangement

• Cognitive estrangement is “the process through

which certain works of literature, by

imaginatively placing readers in an

unaccustomed situation or environment, cause

those readers to ponder the differences

between this environment and their own, thus

potentially causing them to view their own

world differently” (Booker & Thomas, 2009)

Broader Good…

• SF usually deals with issues whose importance is

greater than the individual; in a SF narrative, it is

often the case that civilization or the human

race itself is in danger

Stories in science education

• The significance of stories for science and environmental education is associated both with their content and with their form, given that literary fiction models the narrative strategies that humans use in order to make sense of the world

(Gough1993)

4 reasons for using Science Fiction to teach science fact

1. The power of a good story

2. SF’s ability to make a potential future come

alive

3. Its potential to make people curious about

scientific concepts

4. Its tendency to provide insights into the

world

(Raham, 2004)

Research

• The introduction of narrative in

science education significantly

increases students’ memory,

interest, and understanding

(Norris et al., 2005: 356)

Narrative components

(Avraamidou & Osborne, 2009)

The power of a good story

• “Once one is engaged in a story, pursuit of the knowledge that leads to understanding the story becomes an adventure instead of a chore” (Raham)

• Sci-Fi has the potential to engage students in subjects from Physics, Math, and Biology, to Computer Science and Engineering.

• European educational practice currently ignores or

even downgrades Science Fiction

• SciFi-Ed is the first project of its kind to tap on the full

potential of this exciting genre. The project’s

innovation lies exactly in the interdisciplinary/ cross-

curricular approach it proposes for infusing lessons

across the curriculum with the power of a good

Science Fiction story, and attracting students’

interest in science, technology, and an entire

spectrum of other fields of knowledge.

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SciFi-Ed Innovative Aspect

1. To increase pupils’ motivation and achievement in science and other subjects, through the introduction of Science Fiction in education.

2. To enhance the quality of teaching Science and Technology, as well as an array of other subjects to children aged between 9-15 years old.

3. To connect science education with real-life issues such as the environment.

4. To provide girls and other marginalised groups with better access to science education.

5. To contribute to the improvement of initial teacher education and in-service professional development of science teachers and to the exchange of innovative teaching practices.

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The SciFi-Ed project aims

Sci-Fi stories in education

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motivation and achievement in

science and other subjects

girls and other marginalised

groups: better access to

science education

enhance the quality of teaching

Science and Technology

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http://www.scifieducation.org

Innovative aspect of SciFiEd

• European educational practice currently

ignores or even downgrades Science Fiction

• SciFiEd is the first project of its kind to tap on the

full potential of this exciting genre.

• The project’s innovation lies exactly in the

interdisciplinary/ cross-curricular approach it

proposes for infusing lessons across the

curriculum with the power of a good Science

Fiction story, and attracting students’ interest in

science, technology, and an entire spectrum of

other fields of knowledge.

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The SciFiEd Toolkit

PART I: The SciFiEd Approach

PART II: Introduction to Science Fiction and its Subgenres

PART III: Review of significant SciFi Texts

PART IV: Guidelines and ideas for incorporating SciFi

PART V: Suggestions for utilizing film & ICT

PART VI: Sample Cross-Curricular SciFi Units

PART VII: SciFiEd Case Studies

Website: http://scifieducation.org/

Fb: SciFiEd – Science Fiction in Education

SciFiEd on the web

Implementation of SciFi Cross-

Curricular Unit in Cyprus

Context of implementation - School

• A’ Palouriotisa Primary School (CB)

• 4 experienced teachers

• 63 students in 3 classes

Classes Age Number of students

Boys Girls Total

E’1 10-11 8 7 15

St’1 11-12 11 13 24

St’2 11-12 12 12 24

Total: 31 32 63

Context of implementation - Unit

• Cross-curricular unit designed on the

pedagogical principles of the interdisciplinary

approach

• Main SciFi text: The City of Ember

• 4 subjects, 9 teaching periods

Subject Teaching period

Greek language 4 x 40’

Environmental education 1 x 40’

Health education 2 x 40’

Design and technology 2 x 40’

Methodology

• Driving RQ: How can SciFi be integrated in an

interdisciplinary way while conforming with the

objectives of the National Curriculum?

• Collected data:

• Teaching material (PPTs, worksheet, videos,

images)

• Photos of students’ work and artifacts

• Researchers’ observation notes

• Semi-structured interview with teachers

• Semi-structured focus group with students

• Data analysis: Content analysis using open

coding techniques

Research findings - Successes

• Interesting, creative, “different” lessons

• Positive impact on teachers and students

• Promotion of exploration and creative thinking by students

• Intriguing adaptation of the SciFi genre in the context of the classroom and “learning”

• Connection with real-world issues and applications

• Promotion of active participation, collaboration, discussion, constructive debate among students

• Promotion of collaboration, knowledge-building among teachers

Research findings - Challenges

• Lack of time for completing all the activities as

the teachers would have preferred

• Lack of materials and resources that the

teachers would have liked to use

• Takes effort, creativity, innovation to integrate

SciFi in the objectives of the National

Curriculum…but it can be done if there is will!

• Integrating SciFi in the National Curriculum for

Secondary Education will most probably yield

different results

Photos from the implementation

Quotes from teachers and students

“We learned a lot of new things. For example we

learned how to use different materials in order to

create an ecological car. We also learned that we

have to use renewable sources of energy in order to

avoid air pollution.” (Student Focus Group)

“Science Fiction is a subject that intrigued my students

because it is familiar to them. Teachers can also

integrate Science Fiction to different lessons such as

Health Education, Environmental Education, and

Greek. It is a modern and familiar subject that may

interest our students.” (Teacher Interview)

Quotes from teachers and students

“Students wanted to participate in discussions and to

express their opinion during the lesson. If they were not

interested in the lesson then they would not

participate. All the students were active during the

lesson and they enjoyed it.” (Teacher Interview)

“Our proof that students have learned something

useful is the final product of the lesson. Each group

has developed a model of an ecological car

successfully and they were very excited because their

cars worked. Students were proud of themselves

because of this.” (Teacher Interview)

Recommendations

• More time needed in order to fully complete

the units based on teachers’ expectations

• Enrichment of units with even more creative

activities, assuming availability of time

• Financial support from school in order to

purchase more materials for the student

artifacts

• Possible integration of SciFi in other subjects

such as History, Art, Music, Mathematics

• Conclusion: Benefits noted suggest that

teachers should make the effort to integrate

SciFi in their teaching

Science Fiction in Education: Case studies

from classroom implementations

Vrasidas, C., Theodoridou, K., Aravi,

C., & Panaou, P

http://www.scifieducation.org