Desert-planet and ambisexual beings: science-fiction strangeness in the discussion of STS contents

• Autor(a) principal: Piassi, Luís Paulo
• Data de Publicação: 2016
• Outros Autores: Kimura, Rafael Kobata
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
• Texto Completo: https://doi.org/10.34624/id.v8i1.11931

Based on previous theoretical studies and our research groups’ experiences on school environment, we investigate how to use science-fiction in Science Education in an STS approach. The main motivation for this study came from the idea that science-fiction has an intrinsic potential to present science in a comprehensive way, emphasizing critical thinking and contextualized knowledge.This potential can be exploited through the cognitive strangeness and imaginable futures, used as promoters of an avid questioning that instigates and promotes critical thinking on STS issues. The study was conducted in a book club, directed at 12 to 14 year-old students, in a public school. From the systematic observation of students’ reactions, we identified cognitive strangeness and imaginable futures, from the works “Dune” (Frank Herbert) and “The Left Hand of Darkness” (Ursula Le Guin), as promoters of intense debates that surpass approaches that merely discuss scientific concepts.