Mary Shelley's Frankenstein: Dialogs between Fiction and Science Teaching

Autor/inn/en	de Carvalho Ferrasa, Ingrid Aline; Machado, Elaine Ferreira; Miquelin, Awdry Feisser; Mocellin, Ronei Clécio; Leal, Bruna Elise Sauer; Kuchla, Micheli; Oliveira, Luciane Kawa Reis; Coelho, Adriane Marie Salm
Titel	Mary Shelley's Frankenstein: Dialogs between Fiction and Science Teaching
Quelle	In: Science & Education, 32 (2023) 2, S.399-420 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (de Carvalho Ferrasa, Ingrid Aline) ORCID (Machado, Elaine Ferreira) ORCID (Miquelin, Awdry Feisser) ORCID (Mocellin, Ronei Clécio) ORCID (Leal, Bruna Elise Sauer) ORCID (Kuchla, Micheli) ORCID (Oliveira, Luciane Kawa Reis) ORCID (Coelho, Adriane Marie Salm)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0926-7220
DOI	10.1007/s11191-021-00309-9
Schlagwörter	Fiction; Science Instruction; Science Education; Authors; Science Fiction; Teaching Methods; Political Attitudes; Social Attitudes; Deception; History; Reflection; Scientific Concepts; Science and Society; Biology; Ethics; Dialogs (Language) + Suchen Sie Ihr Suchwort? Fiktion; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Naturwissenschaftliche Bildung; Author; Autor; Autorin; Teaching method; Lehrmethode; Unterrichtsmethode; Political attitude; Politische Einstellung; Social attidude; Soziale Einstellung; Täuschung; Geschichte; Geschichtsdarstellung; Biologie; Ethik; Dialog; Dialogs; Dialogue; Dialogues
Abstract	In this article, we present reflections on the possible dialogs between literary creation and science teaching. Our considerations will be directed to the work of Mary Shelley, Frankenstein, and the role of science and science education over the text that gave rise to the genre "science fiction." This work aims at presenting the possibilities of using Shelley's work in order to explore historical, methodological, conceptual, social, and political implications that may be useful for motivating reflection in teaching science in the classroom in times of "post-truth." In order to do this, we base our notes on the conceptions of Science, Technology, and Society (STS); in rationality and reasonability; in aspects of bioethics; and on the man-machine implications according to the scientific community in the educational field. In addition to the pedagogical mediation of concepts by the teacher, we seek to look at different strategies as alternatives for pedagogical action in science teaching, through dialog. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01