Science fiction and science education: 1984 in classroom

References

• Aikenhead, G. S. (2006). Science education for everyday life: Evidence-based practice. Teachers College Press.
   Google Scholar
• Atwood, M. (1985). The Handmaid’s tale. McClelland & Stewart.
   Google Scholar
• Bardin, L. (2013). L`analyse du contenu [content analysis]. Presses Universitaires de France.
   Google Scholar
• Botting, E. H. (2021). Predicting the patriarchal politics of pandemics from Mary Shelley to COVID-19. Frontiers in Sociology 6, 624909. https://doi.org/https://doi.org/10.3389/fsoc.2021.624909
   PubMedGoogle Scholar
• Brzozowski, J. (2016). Science fiction as a springboard for science education. Science & Education, 25(1-2), 203–206. https://doi.org/https://doi.org/10.1007/s11191-015-9791-5
   Web of Science ®Google Scholar
• Collins, S. (2008). The Hunger games. Scholastic Corporation.
   Google Scholar
• Demirel, I. N., & Altintas, O. (2012). Relationship between art and politics. Procedia-Social and Behavioral Sciences, 51, 444–448. https://doi.org/https://doi.org/10.1016/j.sbspro.2012.08.186
   Google Scholar
• Denzin, N. K. (1994). The art and politics of interpretation. In N. K. Denzin & Y. S. Lincoln (Eds.), Handbook of qualitative research (pp. 500–515). Sage.
   Google Scholar
• Develaki, M. (2008). Social and ethical dimension of the natural sciences, complex problems of the age, interdisciplinarity, and the contribution of education. Science & Education, 17(8), 873–888. https://doi.org/https://doi.org/10.1007/s11191-007-9077-7
   Google Scholar
• Eastwood, J. L., Sadler, T. D., Sherwood, R. D., & Schlegel, W. M. (2013). Students’ participation in an interdisciplinary, socioscientific issues based undergraduate human biology major and their understanding of scientific inquiry. Research in Science Education, 43(3), 1051–1078. https://doi.org/https://doi.org/10.1007/s11165-012-9298-x
   Web of Science ®Google Scholar
• Eco, U. (1985). The text, the pleasure, the consumption. In U. Eco (Ed.), Sugli specchi e altri saggi [About mirrors and other essays], p. 91–158. Bompiani.
   Google Scholar
• Fowler, S. R., Zeidler, D. L., & Sadler, T. D. (2009). Moral sensitivity in the context of socioscientific issues in high school science students. International Journal of Science Education, 31(2), 279–296. https://doi.org/https://doi.org/10.1080/09500690701787909
   Web of Science ®Google Scholar
• Freire, P. (2005). Pedagogy of the oppressed. Continuum.
   Google Scholar
• Giroux, H. (2017). Trump’s America: Rethinking 1984 and Brave New world. Monthly Review: an Independent Socialist Magazine, 69(1). https://monthlyreview.org/2017/05/01/trumps-america (5 August 2021)
   Web of Science ®Google Scholar
• Góes, A. C. S., Borim, D. D. E., Kaufman, D., Santos, A. C. C., Siqueira, A. E., & Vallim, M. A. (2018). A obra Admirável Mundo Novo no ensino interdisciplinar: fonte de reflexões sobre Ciência, Tecnologia e Sociedade. [The Brave new world novel in the interdisciplinary teaching: Source of reflections on socioscientific issues]. Ciência & Educação (Bauru), 24(3), 563–580. https://doi.org/https://doi.org/10.1590/1516-731320180030003
   Google Scholar
• Hall, D. (1980). Interpreting Plato's cave as an allegory of the human condition. Apeiron, 14(2), 74–86. https://doi.org/https://doi.org/10.1515/APEIRON.1980.14.2.74
   Google Scholar
• Huxley, A. (1932). Brave New world. Penguin Readers.
   Google Scholar
• Kacem, S., & Simonneaux, L. (2009). The teaching of socioscientific issues in interdisciplinarity biology-philosophy, an ethical stake and citizenship issue. US-China Education Review, 6(2), 44–47.
   Google Scholar
• Kinslow, A. T., Sadler, T. D., & Nguyen, H. T. (2018). Socio-scientific reasoning and environmental literacy in a field-based ecology class. Environmental Education Research, 25(3), 388–410. https://doi.org/https://doi.org/10.1080/13504622.2018.1442418
   Web of Science ®Google Scholar
• Lambert, E. (2020). Covid-19: pourquoi le roman '1984’ de George Orwell est-il si souvent cité pour critiquer les mesures sanitaires? [Covid-19: Why 1984 novel from George Orwell is frequently cited for criticizing the sanitary measures?] https://www.francetvinfo.fr/sante/maladie/coronavirus/covid-19-pourquoi-1984-de-george-orwell-est-il-si-souvent-cite-pour-critiquer-les-mesures-sanitaires_4148999.html Accessed: 5th August 2021
   Google Scholar
• Laz, C. (2020). Republication of ‘science fiction and introductory sociology: The Handmaid in the classroom’. Teaching Sociology, 48(1), 54–62. https://doi.org/https://doi.org/10.1177/0092055X19894639
   Web of Science ®Google Scholar
• Lee, H., Yoo, J., Choi, K., Kim, S. W., Krajcik, J., Herman, B. C., & Zeidler, D. L. (2013). Socioscientific issues as a vehicle for promoting character and values for global citizens. International Journal of Science Education, 35(12), 2079–2113. https://doi.org/https://doi.org/10.1080/09500693.2012.749546
   Web of Science ®Google Scholar
• Lee, M.-K., & Erdogan, I. (2007). The effect of science-technology-society teaching on students’ attitudes toward science and certain aspects of creativity. International Journal of Science Education, 29(11), 1315–1327. https://doi.org/https://doi.org/10.1080/09500690600972974
   Web of Science ®Google Scholar
• Ludke, M., & André, M. (1986). Pesquisa em educação: abordagens qualitativas [Research in education: Qualitative approach]. EPU.
   Google Scholar
• Maupassant, G. (1973). Bel-Ami [Bel Ami, or, The history of a scoundrel]. Gallimard.
   Google Scholar
• Messing, S. (1991). Polemic as history: The case of neoclassicism. The Journal of Musicology, 9(4), 481–497. https://doi.org/https://doi.org/10.2307/763872
   Web of Science ®Google Scholar
• Miller, C. A., & Bennett, I. (2008). Thinking longer term about technology: Is there value in science fiction-inspired approaches to constructing futures? Science and Public Policy, 35(8), 597–606. https://doi.org/https://doi.org/10.3152/030234208X370666
   Google Scholar
• Negrete, A. (2002). Science via fictional narratives: Communicating science through literary forms. Ludus Vitalis, X(18), 197–204.
   Google Scholar
• Orwell, G. (1949). 1984. New York: Alfred A. Knoff.
   Google Scholar
• Orwell, G. (1961). 1984. Signet Classic.
   Google Scholar
• País, E., & Altares, G. (2017). 1984 lidera as vendas de livros nos EUA desde a posse de Trump [1984 has led book sales in the U.S. since Trump’s inauguration]. https://brasil.elpais.com/brasil/2017/01/26/cultura/1485423697_413624.html. (5 August 2021)
   Google Scholar
• Parker, W. C. (2001). Classroom discussion: Models for leading seminars and deliberations. Social Education, 65(2), 111–115.
   Google Scholar
• Piassi, L. P. (2015). A ficção científica como elemento de problematização na educação em ciências [Science fiction as element of problematization in science education]. Ciência & Educação, 21(3), 783–798. https://doi.org/https://doi.org/10.1590/1516-731320150030016
   Google Scholar
• Resch, R. P. (1997). Utopia, dystopia, and the middle class in George orwell's nineteen eighty-four. Boundary, 2(1), 137–176. https://doi.org/https://doi.org/10.2307/303755
   Google Scholar
• Rest, J. R. (1986). Moral development: Advances in research and theory. Praeger.
   Google Scholar
• Sadler, T., Romine, W., & Topçu, M. (2016). Learning science content through socio-scientific issues-based instruction: A multi-level assessment study. International Journal of Science Education, 38(10), 1622–1635. https://doi.org/https://doi.org/10.1080/09500693.2016.1204481
   Web of Science ®Google Scholar
• Shelley, M. W. (2006). The Last Man. http://www.gutenberg.org/ebooks/18247
   Google Scholar
• Soares, M. A. (2020). Waking up to Orwellian spaces: Conscious students and dystopian texts. English Journal, 109(3), 74–80.
   Google Scholar
• Vaidyanathan, G. (2020). Finding a vaccine for misinformation. Proceedings of the National Academy of Sciences 117(32), 18902–18905. https://doi.org/https://doi.org/10.1073/pnas.2013249117
   PubMed Web of Science ®Google Scholar
• Wright, J. H. (1906). The origin of Plato's cave. Harvard Studies in Classical Philology, 17, 131–142. https://doi.org/https://doi.org/10.2307/310313
   Google Scholar
• Zabala, A. (1998). La práctica educativa: como enseñar [Educational practice: how to teach]. Editorial Graó.
   Google Scholar
• Zeidler, D. L., & Nichols, B. H. (2009). Socioscientific issues: Theory and practice. Journal of Elementary Science Education, 21(2), 49. https://doi.org/https://doi.org/10.1007/BF03173684
   Google Scholar
• Zhang, D., & Shen, J. (2015). Disciplinary foundations for solving interdisciplinary scientific problems. International Journal of Science Education, 37(15), 2555–2576. doi:https://doi.org/10.1080/09500693.2015.1085658
   Web of Science ®Google Scholar