This study (i) explicates the sorts of ideas about science and the nature of knowing that were generated among participant graduate students who viewed the sci-fi film, "Contact," and (ii) examines the interactions between these ideas and ontic stances with which participants approached viewing the film. Eleven doctoral students of…

Understanding how to better engage young students in science, technology, engineering, and math (STEM) is essential. The constraints of U.S. K-12 schools (e.g. insufficient institutional supports, lack of technology access, testing pressures, etc.) often make it difficult to create truly engaging STEM curricula with which students can deeply…

Describes the growing respect for science fiction as a genre of literature and discusses possible uses of science fiction in the classroom. (MKM)

Contends that fantasy always includes at least one element of the impossible, one element that goes against the laws of the physical universe as currently understood. Suggests that fantasy can help in learning the most fundamental skill of all--how to be human. (MS)

The founder of future studies was the English novelist, popularizer, and journalist H. G. Wells. In Wells all the tendencies in earlier futurist thought coalesced, and in his abundant writings, models may be found for nearly all that is best in present day futures inquiry. (RM)

The author discusses the use of science fiction as a catalyst for values education for adolescents. (CH)

Maintains that fantasy literature, based on archetypal rites-of-passage, provides a context in which students can gain insight into their own struggles for growth and self-awareness and that this "link to life" is one of the genre's most attractive features. (FL)

Provides a listing of audiovisual resources based on existing science fiction and fantasy works. Includes summaries and an index to titles and authors. (FL)

Children can explore future concepts through literature. A selection of books is listed that offers information on the brain, conservation, cloning, space technology, and nuclear energy. (DF)

Advocates play in a child's life. Describes how science fiction seizes the imaginations of young readers with its tales of the future and of outer space. Talks about various nonfiction books about space. Elaborates a workshop on books about space exploration. Gives 10 questions about stimulating student response. (PA)

Notes that science fiction has evolved into a literature of serious social commentary while still preserving its origins of romantic escapism and intriguing gadgetry. Argues that science fiction now looks more closely at life on Earth. (FL)

Focused on teaching by theme, the articles in this issue of the "Virginia English Bulletin," an NCTE affiliate journal, include "Theme-type Units: Background and Basis"; "Casting Shadows," which discusses science fiction; "War, Literature, and Kids: Blood Relations"; "Ethnic Heritage Studies for the…

Explains ways that juvenile science fiction has changed and improved during the last decade. Includes a bibliography of titles popular with children and adolescents. (MKM)

Offers suggestions and learning activities for the teaching of science fiction and fantasy at both the elementary and secondary school levels. (FL)

Notes the popularity of the science fiction/fantasy genre, and offers a definition of these genres. Discusses teachers' reluctance to read or teach science fiction, but emphasizes its appeal and its usefulness. Discusses how teachers can select and use good science fiction books. Offers a checklist for evaluating such books, and suggests 18…