Suggests English teachers might draw from authors such as Carl Sagan, Arthur C. Clarke, Mary Shelly and others: (1) to knock down the walls that separate science and literature; (2) to show their interrelationship; and (3) to instill enthusiasm for the study of both. (NH)

This article discusses the results of a mainly qualitative study into possible impacts of recent controversial socio-scientific issues on a group of Portuguese secondary school students regarding their conceptions about scientists. The 86 participants: (1) answered a questionnaire with open-ended questions; and (2) wrote a science fiction story…

For the student of American politics as well as for the student of Brazilian literature and culture, a close reading of a 70-year old Brazilian science fiction novel could provide some insights into the ongoing presidential campaign in the United States. In 1925, one of Brazil's most popular writers, Jose Bento Monteiro Lobato, wrote a novel…

An English professor used science fiction to introduce his students to a range of questions about alternative sexualities. While a course proposal for a science fiction class being taught as a "diversity offering" with an emphasis on gender and sexual orientation was working its way through the bureaucracy at Pennsylvania State…

The use of science fiction in the classroom to clarify environmental or ecological values is discussed in this article. Science fiction was chosen due to its universal appeal and application. Students read and analyzed a story and were then required to take a position and to defend it. (MA)

Science fiction provides three major areas for providing an innovative technique for teaching social sciences: 1) concern with the future; 2) flexibility in dealing with ideas: and 3) interest and readability. A selected bibliography provides resources which correspond to topical concerns of social studies. (Author/JR)

An undergraduate "Anthropology Through Science Fiction" honors course is described. Participation in the course was by invitation only and included both anthropology and non-anthropology majors. By using science fiction, non-anthropology students quickly became familiar with weekly topics and anthropology majors found the readings a new way to…

Intended for teachers of preschool through sixth grade children, librarians, parents, educational media specialists, and students of children's literature, this bibliography contains annotations of 2,500 recommended books for children. The annotations, listed in alphabetical order by author, are divided into several categories, including the…

The major prerequisite to studying science fiction as literature is determining the criteria by which it is to be evaluated. A middle ground which recognizes both literary merit and the genre's uniqueness (scientific orientation, dominancy of idea, and interest of speculation) proves to be the most workable approach and stresses the versatility…

The major function of science fiction writers is to describe the nature of and to find resolutions for the role conflicts which confront their social group as it moves into the future. Most science fiction performs what is best described as a "magical" function. The conscious exploration of the meaning of various social roles is seldom attempted;…

Even the best university students reject serious modern literature in favor of science fiction and other popular fictions that present favorable, heroic versions of mankind. (JH)

College teachers of history can use science fiction to help students understand historical concepts. A seminar at the University of Tulsa used futuristic literature to provide a broader perspective on the present and the past. Available from: Loren E. Pennington, Division of Social Sciences, Emporia State University, 1200 Commercial, Emporia,…

Historical concepts can be taught through analysis of science fiction. Offers a class outline with science fiction resources to examine the boundaries of historical inquiry; six themes for student investigation based on specific resources; and a bibliography of 44 additional anthologies and books. (AV)

Describes the use of science fiction in teaching about the effects of science and technology on human interaction. Questins appropriate for social studies class discussion and tips to teachers on preparing science fiction stories are included. (Author/DB)

Describes technological images presented to children through television, movies, and science fiction, and explores the possible effects of these images on meanings derived by young readers. The use of speculative fiction to explore personal and social values is discussed. (Five references) (CLB)