Improving Science Literacy Through Science Fiction Literature, Films, and Digital Games

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Date
2022-12-01Author
Saade, Claudine Charle 1978-
0000-0003-4052-6712
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Abstract
This dissertation demonstrates the role of science fiction literature, films and digital games in
enhancing scientific literacy at a high school level. While there are many ways of teaching
scientific concepts, this project studies how science content may be taught through an analysis of
specific science fiction novels, films, and video games. These works include: the book and film
versions of Michael Crichton’s The Andromeda Strain (1969) and The State of Fear (2004); The
Andromeda Evolution by Daniel H. Wilson (2019) and Change Agent by Daniel Suarez (2017);
the film, Gattaca, written and directed by Andrew M. Niccol (1997;) Naomi Oreskes’ The
Collapse of The Western Civilization (2014); and Kim Stanley Robinson’s New York 2140
(2017) and The Ministry for the Future (2020). Digital games discussed range from Geniverse
(2016), In Other Waters (2020), Perfect Strain (2017), Microscopya (2022), Plague Inc: Evolved
(2015), The Cure (2021), Mission Biotech (2020) to Maroon (2017).
Through an analysis of these SF materials, scientific concepts and issues from bacteriology,
biotechnology, climate change and CRISPR are identified and evaluated for their potential use in
high school science classroom. Each of the science fiction works provide a
coherent narrative that offers students an engaging way to access and understand science in
complex contexts. Whether in the form of novels, films or digital games, high school teachers
could use these materials as entry points to explain scientific concepts and societal themes in
ways the supplement their existing science curricula and learning goals. Used wisely, science
fiction works can develop students’ abilities in thinking critically and scientifically through
imaginative reading and play which in turn fosters the skill- sets needed to become scientifically
literate citizens.