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
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