'To Go Boldly': Teaching Science Fiction to First-Year Engineering Students in a South African Context

Autor/inn/en	Manià, Kirby; Mabin, Linda Kathleen; Liebenberg, Jessica
Titel	'To Go Boldly': Teaching Science Fiction to First-Year Engineering Students in a South African Context
Quelle	In: Cambridge Journal of Education, 48 (2018) 3, S.389-410 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Manià, Kirby)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-764X
DOI	10.1080/0305764X.2017.1337721
Schlagwörter	Science Fiction; Engineering Education; Teaching Methods; College Freshmen; Science and Society; Foreign Countries; Critical Thinking; Critical Literacy; Imagination; Empathy; Metacognition; Ethics; Science Education; South Africa + Suchen Sie Ihr Suchwort? Ingenieurausbildung; Teaching method; Lehrmethode; Unterrichtsmethode; Studienanfänger; Ausland; Kritisches Denken; Kritisches Lesen; Empathie; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Ethik; Naturwissenschaftliche Bildung; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	This paper reflects on the teaching of science fiction texts to first-year engineering students at the University of the Witwatersrand as part of a Critical Thinking course that uses literature as a vehicle through which to develop competence in critical literacy and communication. This course aims to equip engineering students, as future intermediaries between science and society, with the ability to fulfil this role in both the contemporary global world and South Africa more specifically through the imaginative inhabitation of divergent subject positions afforded by literary texts. Science fiction encourages students to engage imaginatively with various societal ideas, constructs and possibilities. One of the principles of the course is that reading facilitates empathic responses, challenging readers to inhabit unfamiliar subject positions. In this way, the teaching of science fiction aims to develop self-reflective and critical learning practices, wherein engineering students grapple with the ethical ramifications of extrapolated known science in a South African context. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01