scholarly journals Using science fiction to teach science facts

2012 ◽  
Vol 34 (6) ◽  
pp. 15-20
Author(s):  
Laura Bowater ◽  
Christine Cornea ◽  
Helen James ◽  
Richard P. Bowater

The contributors to this discussion teach in three different Faculties at the University of East Anglia (UEA) – Science, Arts & Humanities and Medicine & Health Sciences. They have each used science fiction to explore learning outcomes in their distinct teaching practices. The discussion below highlights how contemporary science fiction can operate as a touchstone for debate that informs biochemistry teaching. Laura, Helen and Richard have all studied basic sciences, gaining PhDs in various aspects of biochemistry and molecular biology, and each have taught undergraduates and postgraduates at UEA. Helen and Richard are based in the Faculty of Science. Laura is based in the Faculty of Medicine & Health Sciences, and uses her interest in science communication to explore university teaching practices that involve science fiction. Christine gained a PhD from her research of technology and performance in science fiction film and is based in the Faculty of Arts & Humanities.

2021 ◽  
Vol 6 ◽  
Author(s):  
María del Mar Felices-De la Fuente ◽  
Álvaro Chaparro-Sainz

At present, an understanding of the teaching practices at university and the opinion of students about these practices is limited, at least in certain knowledge areas. Given this diagnosis and in the context of Social Sciences Didactics, we consider it important to analyze teaching practices and how they impact future teachers. Consequently, concerned about the quality of training offered to students, this study aims to know their opinion about which teaching practices they consider most appropriate to train in Social Sciences Didactics, once they finish the subjects related to this area. To this end, a non-experimental quantitative design has been used, involving collecting information through a questionnaire completed by 875 students from seven Spanish universities studying for the Degree in Primary Education. The data was analyzed from a triple perspective, an analysis of the descriptive statistics of the items contemplated in this research, the existing correlations between them, and a statistical analysis based on the gender variable. The results show that the treatment of controversial issues and the didactic outings outside the university classroom are the strategies most valued by the students in teaching specific content of the subject Social Sciences Didactics. The results also show significant differences in the responses to each item depending on the gender variable. We conclude that students widely value university teaching practices related to implementing active methodologies, analyzing current social and environmental issues, and collaborative work dynamics. Likewise, it is observed that women have, on the whole, a better opinion than men regarding these types of methodologies and strategies.


Proceedings ◽  
2018 ◽  
Vol 2 (21) ◽  
pp. 1323
Author(s):  
Mario Corrales Serrano ◽  
Luis Espejo Antúnez ◽  
José Moreno Losada ◽  
Francisco Zamora Polo

The development of transversal ethical competences is one of the aspects on which the efforts of the teaching innovation group “Ethics of University Teaching Staff” are focused. In this sense, the studies that have been carried out to date focus their interest on the results achieved among the students, being limited those that have been developed on the teacher. In an attempt to deepen this line of research, we present this work on the analysis of the motivations and professional commitment of university professors. The analysis resulting from this report will allow us to have a first approach to this vision from a different point to the one we had previously addressed in other works. In this way we can complete other investigations about this same profile carried out previously with students.


2018 ◽  
Vol 10 (8) ◽  
pp. 2670 ◽  
Author(s):  
Ana Ortiz Colón ◽  
Miriam Agreda Montoro ◽  
María Colmenero Ruiz

The aim of this study was to analyse the perception of teaching staff at the University of Jaen regarding the integration of students with a disability, and to describe the interventions they use to respond to the specific needs of these students, to examine the differences that exist in teachers’ interventions for students with a disability based on their faculty. To this end, a descriptive methodology was used (n =300 teachers), and the data were gathered using a Tutoring and Attention to Special Needs in the Classroom Questionnaire (TASN-Q). The results were organised in terms of the tool’s different dimensions and, in general, revealed that the teaching staff do not consider themselves sufficiently prepared to provide an educational response to students with a disability. The best-prepared teaching staff belonged to the Faculties of Social and Legal Sciences and Health Sciences. This study confirms the need for training in special needs processes to enable university teaching staff to participate in an inclusive model.


2020 ◽  
Vol 108 (3) ◽  
Author(s):  
Karen H. Gau ◽  
Pamela Dillon ◽  
Teraya Donaldson ◽  
Stacey Elizabeth Wahl ◽  
Carrie L. Iwema

Background: A mutually beneficial need exists between postdoctoral scholars (postdocs) who want to grow their science communication, networking, and teaching skills and those in the general health sciences research community who want to learn more about specialized topics. Recognizing this need, interdepartmental teams at two public universities began offering postdocs a teaching opportunity at their health sciences libraries, which serve as discipline-neutral learning spaces for researchers.Case Presentation: At the University of Pittsburgh (Pitt) and Virginia Commonwealth University (VCU), postdocs are invited to submit talk proposals on “how to do something” related to the health sciences. Selected postdoc speakers conduct one-hour talks, get science communication and teaching support, have their talks uploaded to YouTube, and receive feedback from attendees.Conclusions: Postdoc participants appreciated being able to participate in this program, and attendees strongly indicated that the talks are of value. At VCU, surveys of the 25 talks from 2015–2018 showed that 91% of attendees believed they had a better understanding of the topic because of their attendance, and 85% planned to use the knowledge they gained. More than a year after their talks, several postdocs across both institutions informed the coordinators that they were subsequently contacted for advice or further discussion, with 2 postdocs stating that it helped them with job opportunities. This model can be easily adapted at other health sciences libraries to benefit their academic communities.


Author(s):  
Gerry Canavan

Kim Stanley Robinson (b. 1952) was born in Waukegan, Illinois, but moved to California as a small child, where he has since lived most of his life. Robinson attended the University of California, San Diego, and received a BA in literature in 1974. He earned a PhD in English from UC San Diego in 1982 for his dissertation on the novels of Philip K. Dick, for which the famous Marxist literary critic Fredric Jameson served as a committee member. The dissertation was published as The Novels of Philip K. Dick by UMI Research Press in 1984, the same year as Robinson’s first novel, The Wild Shore, set in a post-apocalyptic California. Since then Robinson has published many major works in the science fiction genre, most notably the Mars trilogy (1992–1996). Robinson’s science fictions are closely associated with the socialist left, especially with regard to the environment, though the utopian optimism of his work seems to have been tempered somewhat by disheartening developments in global politics since the 1990s. Many of his post-Mars works explicitly “remix” elements of the Mars books; for instance, Aurora (2015) explores the idea of launching an inhabited asteroid out of the solar system to reach another star, as imagined in Blue Mars (1996), while Galileo’s Dream (2009) and 2312 (2012) imagine colonization of the solar system happening with much more destructive speed. Likewise, the Science in the Capital trilogy (2004–2007) and New York 2140 (2017) both explore the climate catastrophe of ice sheet collapse that also occurred in the Mars books, while the title of Red Moon (2018) alone suggests an obvious intertextual relationship with earlier works. Other noteworthy novels explore multiple possible futures for California (the Three Californias trilogy, 1984–1990), life in the scientific colony on Antarctica (Antarctica, 1997), an alternate history in which a much more virulent Black Plague killed nearly every European on the planet (The Years of Rice and Salt, 2002), and the dawn of modern humanity at the end of the Ice Age (Shaman, 2013). While Robinson’s short fiction has not garnered the same critical attention as his novels, he has written a number of important and well-anthologized stories, most notably “The Lucky Strike” (1984), an alternate history in which the bombing of Hiroshima does not occur. Since the 1980s, Robinson has won the Campbell, Locus, Nebula, Hugo, and World Fantasy awards, among other distinctions, demonstrating his importance as a major figure in the field of contemporary science fiction.


2021 ◽  
pp. 147821032110040
Author(s):  
Barbara M Grant

University teaching is the target of intensified policy making. The policies’ purpose is sometimes to solve a specific problem but always to demonstrate the ‘quality’ of the institution. Policies also seek to normalise university teaching practices according to value-laden ideas of what those practices should be. Normalisation exacts a painful price: by necessity it produces the abnormal, the unethical, even the unspeakable. This paper explores the normalising force of teaching policies as they are plugged into the assemblage of a becoming-teacher and wonders about the possibilities for activism in relation to that force. In an open-ended process of clouded agency, the wilful human self of Becoming-TeacherBGstruggles with and against new norms: if she is to stay recognisable as a good academic subject, she must negotiate with them. Yet, it’s not all up to her. Composed from complex alliances between teaching places and technologies, teaching (and taught) selves, teaching policies and curriculum materials, Becoming-TeacherBGis sometimes undone by the new norms and sometimes refuses them. This paper offers a ‘critical view from the body’ ( Haraway, 1988 : 859) with respect to university teaching policies in order to inspire conversation about the varied ground and nature of everyday academic activisms – including some that might look like a lack of activism – with the goal of encouraging them to flourish as spaces of freedom and refusal towards a better university. Such (in)activisms seek to change the business-as-usual of the university, usually at a micropolitical level, but they may also set larger changes in motion.


Author(s):  
Janika Leoste ◽  
Larissa Jõgi ◽  
Tiia Õun ◽  
Luis Pastor ◽  
José San Martín López ◽  
...  

Emerging technologies have a potential future impact on the developments in higher education and teaching practices at the universities. The paper is based on the project “My future colleague robot” that aims to improve the competence of university teachers in the implementation of Emerging Technologies (ETs) in the teaching practices at the university. In this paper, we identified the strengths and weaknesses, opportunities and threats that are related to the adoption of two ETs, robotics and Artificial Intelligence (AI), in higher education. Additionally, we analyzed the perceptions of faculty about these ETs. The empirical data was collected using written essays from 18 university teachers and students. Deductive and inductive approaches with thematic analysis were used for the data analysis. The findings support the idea that previous experience related to ETs can support positive attitudes and the implementations of ET in university teaching. University teachers had optimistic expectations towards ETs accepting them as part of teaching practice development, while discussion about the negative effects of ETs was negligible.


2020 ◽  
Vol 208 ◽  
pp. 09003
Author(s):  
Nicholas Wise ◽  
Marina Vidrevich ◽  
Irina Pervukhina

Nowadays, the changes in the university context confront educators with challenges and dilemmas, which make them seek new approaches to training graduates that will be employable in the national labour market. One of most essential issues is if faculty can meet the demands of the changing educational environment. Thus, in the present paper the authors aim to reflect on the content of teachers’ training in the Russian HE; to identify the existing weaknesses, needs and emerging issues in teaching practices and to match them with the best EU teaching practices, as well as to work out some recommendation for developing a sustainable teachers’ training model that targets to improve qualification of university teaching staff in educational methods and pedagogical approaches that are considered in the outcome-based and quality assurance context, which impart sustainable education to their students for better employability..


Author(s):  
Heather Akin

This chapter synthesizes the central findings generated by the field of science communication, including those that establish that higher levels of public knowledge will not necessarily increase public support for and interest in science. It describes how beliefs about science are entangled in our social and political environment, shaped by mass media portrayals, and confounded by interpersonal and cultural influences. The chapter closes with a discussion of the current landscape of science communication in the context of contemporary science issues. It also suggests that future research develop and test message structures able to neutralize biased processing and also uncover ways to motivate audiences to make accurate rather than distorted judgments about scientific issues.


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