Putting the "Science" in "Science Fiction"

Abstract

A robot smaller than a single bacterium, medical records that can be inserted under the skin, the ability to correspond instantly with someone halfway across the world--what do these things have in common? All are ideas that were once merely science fiction, but now are reality. Technology today changes at a remarkable rate. How can science teachers create a link between science fiction novels and current technological research? As practitioners, it can be difficult to incorporate reading and writing into the science classroom. Although linking science fiction to relevant research is hardly a new idea (Pierce 2001; ReadWriteThink 2009; Raham 2004), helping students learn to think critically and find relevant research can be a challenge. This struggle--along with my love of science fiction, my students' interest in mystery and thriller novels, and their repeated complaints about how boring the nuts and bolts of science sometimes are--led me to develop the Researching Science in Science Fiction project for my ninthgrade Honors Physical Science class. This activity not only addresses the need for literacy and writing in the field of science, but can be adapted for use at any level--from grades 6 through 12--based on the books, requirements, and amount of instruction given. Getting started The first step is to create a list of book titles for your classroom. I choose a variety of topics and genres and include books I have seen my students reading. (A list of books and associated research topic suggestions is available in Figure 1.) Students select a novel from the reading list, write a short critique, and then choose a research topic based on one of the scientific ideas found in the novel. I do not provide many guidelines on selecting a topic, but students must be able to justify that it comes from the book--with specific quotes and examples--and that their idea is viable and credible. I also ask students to find five credible sources on the topic they select. This allows multiple students to read the same books, yet come up with different research ideas. For example, Scott Westerfeld's popular young adult novel Pretties (2006) might inspire projects on migraines, plastic surgery, or environmental development. Students' topics eventually become the subjects of their final research reports. Reading and researching Once students are given the list of possible titles, they have two weeks to choose a book and secure a copy. At the end of this two-week period, students bring in their selected novels and meet with me individually to discuss book choice and project expectations. Reading time is built into class, and students are expected to read or research during this time. This allows me to continue meeting with students to discuss the project or provide feedback on their research focus when needed. I find that individual conference time is particularly helpful for my younger students, who have never conducted a science research project that requires outside sources. Without this time, many students may not be able to successfully complete the project. Students then have three weeks to finish their novels and pick a topic to research. At the end of this period, students complete a one-page personal critique of the book that focuses on readability. The well-written reviews--even those that are negative--are included in a reference review book to help future students select books for their projects. This can also be done electronically through websites such as LibraryThing or Moodle (see On the web). Reviews that are not well written or have poor grammar are returned for additional revisions. At this point, students also select a research topic and provide a one-page rationale for their novel and research choices. This paper provides students with an opportunity to give voice to the relationship between their novel and their research topic. They are asked to provide a direct link between the book and current research on the topic by rela