Science Fiction and Science Education: 1984 in Classroom

Autor/inn/en	de Oliveira Moraes, Isabelle; Aires, Rafaela Magalhães; de Souza Góes, Andréa Carla
Titel	Science Fiction and Science Education: 1984 in Classroom
Quelle	In: International Journal of Science Education, 43 (2021) 15, S.2501-2515 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (de Oliveira Moraes, Isabelle) ORCID (Aires, Rafaela Magalhães) ORCID (de Souza Góes, Andréa Carla)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2021.1972488
Schlagwörter	Science Fiction; Science Instruction; Teaching Methods; Novels; Creativity; Correlation; Scientific Concepts; Alienation; Moral Values; Thinking Skills; High School Students; Intervention; Student Attitudes; Inquiry; Information Literacy; News Reporting; Deception; Ethics; Interdisciplinary Approach; Social Problems; Films; Biology; Philosophy; Authoritarianism; Art + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Novel; Roman; Kreativität; Korrelation; Entfremdung; Moral value; Ethischer Wert; Denkfähigkeit; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Schülerverhalten; Informationskompetenz; News report; Reportage; Täuschung; Ethik; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Social problem; Soziales Problem; Film; Biologie; Philosophie; Autoritarismus; Arts; Kunst
Abstract	Big Brother, newspeak, doublethink, vapourised people and thought police became worldwide famous expressions. 1984 novel portrays a nightmare society controlled by information manipulation and by suppression of both history and science. This study aimed to investigate the impact of using the 1984 dystopian novel associated with socio-scientific issues (SSI) in the development of moral values and reasoning skills of high school students. An interdisciplinary didactic program encompassing the Arts, Philosophy and Biology subjects was elaborated to stimulate discussion and debates around SSIs. The didactic intervention was evaluated through a questionnaire and the 1984 film debate. The students were able to explore scientific concepts to discuss social issues and correlated the allegory of the cave topic with alienation and the 1984 novel. The students also recognised that the approached issues are related not only to their life in society but to existential human conditions. We claim that dystopian texts allied to SSI debates can function as creativity triggers to stimulate students developing the inquiry skills and dispositions needed to express themselves, challenging fake news and uncovering new possibilities to apprehend the truth. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01