University of Pitesti (ROMANIA)
About this paper:
Appears in: INTED2014 Proceedings
Publication year: 2014
Pages: 2299-2308
ISBN: 978-84-616-8412-0
ISSN: 2340-1079
Conference name: 8th International Technology, Education and Development Conference
Dates: 10-12 March, 2014
Location: Valencia, Spain
Currently, through its programmes for education and training (e.g. the Lifelong Learning Programme), the EU is striving to enable individuals at all stages of their lives to pursue stimulating learning opportunities across Europe, to integrate various educational and training initiatives. In the LLP Strategic Priorities 2012 it is stated that “understanding the fundamental concepts of science and an interest in sustainable development has thus become key for active, responsible citizenship.” The Council of the European Union points towards the right direction, through one of five benchmarks included in the strategic framework Education and Training 2020: “By 2020, the share of low-achieving 15-year-olds in reading, mathematics and science should be less than 15 %.” In the same document, the Strategic Objective 2 states that greater attention needs to be paid to “making mathematics, science and technology more attractive,” and that more efforts should be made in order “to ensure high quality teaching, to provide adequate initial teacher education, continuous professional development for teachers and trainers” and “to strengthen science teaching.” In spite of the limitless educational affordances of science fiction, European education currently ignores or even downgrades this popular genre, as scholars and educators do not consider it “high literature.” Towards this purpose, the Comenius multilateral project “Science Fiction in Education - SciFiEd” aspires to encourage EU teachers to incorporate science fiction in their teaching, through an informed, organized, and cross-curricular approach. The current paper presents the key features of the methodology used within the SciFiEd project, an interdisciplinary/cross-curricular approach that addresses all key competences and multiple curricular areas through science fiction literature and media. A synthesis of research findings (both field research and desk research) upon the use of SciFi narrative in Romania, in didactic activities, and on its usefulness, potential of increasing learning attractiveness, motivation and results is equally presented in the paper. The last part of the paper underlines the elaboration of SciFi teaching units and the role/involvement of in-service teachers in designing and implementation of these units.
Science Fiction, science education, interdisciplinarity, learning motivation.