Can Educators Increase, And Maintain, Content Engagement By Teaching Science With Science Fiction?
Project Abstract
I believe that teachers, first and foremost, should build positive relationships with their students, and I believe that one of the ways to foster that relationship is to incorporate student interests into our daily teaching. Science fiction remains a popular "it" topic in media. I believe that through critical investigations and analyses of the examples that science fiction can provide, the practicalities of those examples can be examined through legitimate scientific methods and analyses.
Through this project, I aimed to address the question of, “Why is this important and relevant?” In a world consumed by a plethora of media, it is of increasing importance to have strong critical thinking skills. Specifically, this analytical-based learning approach had students learn new content while simultaneously addressing preconceived ideas about science and science fiction.
This project's secondary goal was to further develop and expand on scientific skill and attitude outcomes through a critical analysis of science fiction.Throughout this project, we examined over a dozen science fiction films within our biology, geology, chemistry, and physics units. My students found that their comfort with the content increased after critical analyses, and they continually reflected on the importance of a critical-thinking approach to science education.
In summary:
I had 3 goals for this project:
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To increase content engagement
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To promote critical thinking
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To address the "why" of learning
Why Science 20?
At the start of the school year, the majority of my students explained that they had no intention of pursuing science further in high school or in some form of post-secondary. Many of these students initially told me that they than were only taking Science 20 because it was a course requirement.
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The Science 20/30 Program of Studies specifically states that there are “major ideas of science and technology that transcend discipline boundaries.” For that reason, I believe it is essential to demonstrate unity among the units presented in the course by critically examining and implementing a learning approach that links each unit to an underlying theme, and an approach that encourages critical thinking.
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I aimed to incorporate science fiction as a way to achieve the Science 20/30 Program of Studies goal, increase content engagement, promote critical thinking and to address the ever-present question of, "Why do I have to learn this?"
How?
Unit D (Biology)
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Use a popular science fiction movie, The Avengers: Infinity War (2018), to unify concepts taught in the biology unit.
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A framework based on the potential consequences, as well as short-term and long-term effects, of Thanos' successfully snapping out of existence, half of all living things on Earth.
Unit C (Geology)
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Use a variety of movie clips as a review tool for studying concepts prior to quizzes and unit exam.
Unit A (Chemistry)
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Undergo a critical and in-depth examination of the chemistry behind the famous rocket-ship scenes of the 1999 movie, October Sky.
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Undergo a critical and in-depth examination of the organic chemistry behind the science of the 1992 movie, Lorenzo's Oil.
Unit B (Physics)
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Use critical thinking and analytical research skills to research the feasibility of the 1982 DeLorean DMC-12 in attaining a speed of 88 miles per hour in the parking lot Twin Pines Mall in the 1985 movie, Back to the Future.