ORIGINAL ARTICLE

The Affordances of Fiction for Teaching Chemistry

Randy K Yerrick*, Tiffany Simons
Depar tment of Learning and Instruction, University at Buffalo, SUNY, Buffalo, NY, USA
*Corresponding Author: r yerrick@buffalo.edu

ABSTRACT
As science fiction has a way of capturing the human imagination that few other genres can rival, this study sought to investigate the
effects of using science fiction on the performance and interest of high school chemistry students. An action research approach was
used to guide the first author’s practice as she studied two college preparatory chemistry classrooms. One class was used as a control
group and received traditional chemistry instruction through lecture and labs. The second class was provided with supplemental
excerpts of science fictional reading and film. Student scores on a pre-assessment and post-assessment achievement test items were
analyzed and supplemented with student interviews and field note observations, and a teacher reflective journal was used to
complement achievement data and inform findings regarding the effectiveness of including fiction as a pedagogical choice.
Implications for this study on teaching tools, methodologies, and curriculum development are discussed.

KEY WORDS: chemistry, science, high school, action research

INTRODUCTION fiction here to encompass a variety of sources of media,

S
which include, but
cience fiction has a way of capturing the human
imagination that few other genres can rival. Many
educators have attempted to leverage this fascination
to educate the general public pondering such questions as,
“Can i tap into the students’ intense interest in popular
fiction movies to actually teach teenagers something
useful?” This contemporary supposition actually follows a
long litany of queries as the use of fiction for teaching
science precedes the cultural icons of H.G. Wells’ War of
the Worlds and Gene Roddenberry’s Star Trek. As far back
as Greek literature, fictitious places and physical elements
populate stories of orators, like the mythical element
Orichalcum, a gold-colored metal, was fabled to have been
used in the construction of the Temple to Poseidon and
Cleito on the Island of Atlantis (Ober and Krebs, 2009).
There have been many reasons educators have given for
promoting the use of fiction for teaching science. A non-
exhaustive list of proposed affordances for using fiction for
teaching chemistry include: (a) Increasing student interest,
(b) expanding interests of non-science students and cross-
disciplinary study, (c) creating critical consumers of media,
and (d) exploring real and proposed threats to the
environment we inhabit. We explore several of these
rationales below for framing our approach to teaching
chemistry through fiction.

LITERATURE REVIEW
Increasing Interest
The most widely cited support for incorporating video
fiction as a pedagogical approach for teaching science rests
on claims that it increases learner interest. We use the term

232 Science Education International ¦ Volume 28 ¦ Issue

3
are not limited to, widely recognized dominant genres of
film and literary contributions. For example, readers may
recognize Star Trek and War of the Worlds as examples of
classic science fiction resources, another fiction film,
television, and literary contributions may be categorized as
fiction but only incorporate science content for
accomplishing a plot, theme, or character development (e.g.,
Breaking Bad, Big Hero 6, Harry Potter). One of the
affordances of incorporating the broader collection of fiction
in the science classroom is that it has been shown to
cultivate student interest in science, even among non-science
students (Dubeck et al. 1990; Laprise and Winrich, 2010;
Lin,
2014; Marks, 1978; Surmeli, 2012). Milanick and Prewitt
(2013) employed media from popular TV shows to illustrate
how basic chemical concepts can help them solve complex
physiological and medical problems. Although most
scenarios presented to students were improbable, the
incorporation of drama, fiction, and real-life scenarios
created a demonstrable increase in students’ interest in
concepts being taught. Even in higher education, fiction
video excerpts have been used to increase interest in
science (Milanick and Prewitt, 2013). Laprise and Winrich
(2010) integrated science fiction films into upper-level
electives for non-science majors. The students in the study
stated that they felt the courses were more interesting and
that viewing the films and analyzing the scientific
fallacies were helpful in understanding the course concepts.
Science fiction videos served multiple purposes in these
courses, including the elucidation of commonly held science
misconceptions, which the instructor could use as a response
platform for future instruction (Laprise and Winrich, 2010).
In more carefully controlled studies, the selection of video
clips designed to peak student interest has been demonstrated
to have a more optimized effect when instructor and student
perceptions

233 Science Education International ¦ Volume 28 ¦ Issue

3
Yerrick and Simons: Teaching with
Fiction

are closely matched. Frey et
al. (2012) demonstrated that
movie clips can provide a
strong cognitive anchor to
contextualize the concept
within the instruction. The
most impactful clips were
found to be ones which
instructors selected popular
actors, incredible sets,
memorable dialog, and
memorable special effects
endemic to the content
being taught (Frey et al.,
2012). Examining student
and teacher perceptions of
fiction videos as well as the
provision of appropriate
pedagogical strategies
provided the greatest
impact on students’
interests.
Making
Cross-
disciplin
ary
Connect
ions
Fiction videos have great
cultural traction among
students beyond traditional
curriculum. This is due in
part to the fact that all
kinds of students watch
fiction, not just science
students. A movie like
Harry Potter and the
sorcerers’ stone has rallied
strong attraction across the
age and interest spectra. As
such, it can leverage more
universal appeal for a
broader student audience.
Authors as notable as
Asimov (1967) have seen
fiction as a means to
increase science interest
and guide future scientists
and the general population.
Several researchers have
claimed that fiction videos
can increase student
motivation for learning
across curricular content
boundaries (Surmeli, 2012;
Dubeck et al., 1990). Films
like the series Harry Potter
Yerrick and Simons: Teaching with
and JurassicFiction
Park or the
films Armageddon, The
Time Traveler’s Wife,
2012, and Twilight are
intended to be
interdisciplinary (including
the softer sciences,
mathematics, politics, and
society) and therefore will
interest more students in
scientific topics. Arguably
selected fiction excerpts
which include a significant
historical background
would not only interest the
strong science student but
also the history student as
well.
In some contexts, fiction
films have been used to
inspire creativity as well
as improve cognitive
function. Among pre-high
school-aged children, the
impact of fiction has been
examined for its impact on
narrative and literacy.
Students have
demonstrated increased
awareness of technical and
scientific matters, as well
as becoming more expert
of the social context of
the process of building
science (Morais,
2015). Lin (2014) found
middle school students
exposed to learning
environments where
fiction films were used
performed higher on pre-
and post-creativity tests
and that student of varied
cognitive strengths and
approaches to learning did
not differ in the impact. In
higher education contexts,
university professors have
recognized important
differences among
undergraduates arriving to
their science programs and
have devised courses
incorporating a cross-
disciplinary approach to
engage more students than
the typical high-achieving,
science majors in their
general education science
requirements. Some
college faculty has taught
science to non-science
majors through courses
designed to teach across
disciplinary content in
thematic ways. In science
courses about the
application of science to
societal issues such as
environment, conservation,
and sustainability, college
faculty are integrating
popular movie excerpts for
the purpose of creating
additional interest among
undergraduate student
populations (Brzenk et al.,
2000). While such courses
are generally popular and
inspire greater student
interest in
science and thematic
topics, there are only loose
connections made to kinds
of educational outcomes
and achievement valued in
today’s high-stakes testing
environment. Relatively
few studies identify specific
impacts of science fiction
learning opportunities to
any specific achievement
data, which leaves many
questions, open regarding
the value of devoting
valuable instructional time
to seemingly peripheral
interests. Even in the
educational research
literature, it remains an
unresolved matter whether
the inclusion of science
fiction contributes any
valuable educational
outcome over standard
delivery approaches and
the strict maintenance to a
traditional lecture
orientation toward science
instruction.
Preparin
g
Critical
Consum
ers of
Media
A strong criticism of
society’s current media rich
and mobile connectivity
informational context has
been that an unfettered and
relatively uncritiqued
consumption by students
presents far too much
misinformation and
produces an intellectually
nonrigorous consumer
mindset among learners.
Scholars note the increased
use of smart devices and
suggest their influence
creates an effect on
learners, which diminishes
the cognitive functions and
practices of their user
(Carr, 2011; Oppenheimer,
2003). If these scholars are
 Yerrick and Simons: Teaching with
correct, such an approach misapplicationFiction
of scientific
can be problematic when concepts. Researchers have
you consider the multitudes also argued that the use of
of ‘scientifically fiction cannot only improve
illiterate’American citizens. high school students’
Scientific literacy is defined interests and attitudes
as the ability to understand toward science it can also
and explain scientific assist in the development of
concepts and facts at the conceptual understanding of
basic level and use science constructs as well
technological (Dubeck et al., 1990). After
advancements in life Dubeck et al.’s study,
(Surmeli, 2012). Some educators began to train
scholars have argued that each other to use fiction in
only a relative minority of the classroom. Researchers
current U.S. citizens are also found that using fiction
classified as scientifically at the high school level
literate (Clough, 2011; could help distinguish
Miller, 1983; 1987). between scientific and
pseudoscientific approaches.
Working against scientific
Lin (2014) also found
illiteracy may involve the
increased interest among
use of fiction in the
middle school students
classroom to connect
when fiction films were
scientific ideas to the lives
used.
and cultures of modern
youth. It can present
opportunities to critically
discuss ethical and,
possible, political
influences of scientific
thinking and processes in
society. There are counter-
science examples and
pseudoscientific
approaches that misapply
scientific concepts in
blatantly inaccurate ways
among fiction examples.
Pseudoscience is referred
to as fields of study, which
copy the practices of
science, come to
conclusions, but do not
have consistent evidence to
prove the claims. Without
the appropriate scientific
knowledge, these beliefs in
pseudoscience can lead to a
misunderstanding of
scientific laws and
principles. Critiques of
inaccurate fiction films like
Star Wars and other
popular films serve as
excellent opportunities
confront misconception and
Yerrick and Simons: Teaching with
Fiction
 Yerrick and Simons: Teaching with
Addressing Ethics incorporatingFiction
fiction into Students can stubbornly Homer (1981) argued
and Societal instruction is based on the retain unexplored beliefs scientific knowledge
Issues of Science assumption that students including a representation should be taught as a belief
For more than four who are more thoughtful of science as value-free, system that may preserve
decades, science educators and reflective of multiple ethically neutral, and social order and the use of
have examined fiction as varying worlds and completely objective fiction may allow students
way to provoke public possibilities can apply this (Nunan and Homer, 1981). to link school science and
discussion of ethics in kind of thinking outside of When science is treated real science to societal
science-related fields class to current societal this way, essential issues and to analyze
(Dubeck et al., 1990; issues. To demonstrate this, conversations of science scientific principles in
Frayling, 2013; Hofstein some have used fiction in ethics are rarely social contexts (Nunan and
and Kempa, 1985; the educational realm to incorporated into Homer, 1981; Surmeli,
Labianca and Reeves, increase student creativity classroom discussions as 2012). These researchers
1981; Liberko, 2004, and problem-solving many scholars argue it argue that students who are
Marks, 1978; Nunan and (Marks, 1978; Surmeli, should be (Lemke, 1990). capable of considering
Homer, 1981). Science 2012). Problem- solving In contrast, controversial broader implications of
fiction more specifically capacity and design have topics such as building science and who know the
has been used to promote also been shown to weapons of mass implications and values of
thoughtful class discussion increase. For example, Lin destruction or biomedical scientific principles are
regarding larger global (2014) used films like engineering have often better able to make
human issues like transformers during avoided strong societal informed opinions on
sustainability through instruction to compare the critique when treated only controversial contemporary
movies like Soylent Green designs for tasks like as “necessary evils”. topics (Laprise and
(1973), pandemic vehicles traversing various Nunan and Winrich, 2010; Marks,
phenomena through films barriers (Lin, 2014). The 1978). Although the
like The Andromeda Strain experimental group who prospect for using fiction to
(1971), or genetic observed excerpts from exploring science and
engineering in films like transformers outperformed societal issues is long-
Jurassic Park (1993). control groups of standing, the use by
Interestingly, many of the traditional instruction in teachers and the potential
science topics included in design challenges. In his continues to remain
early science fiction research-based instruction, untapped according to
examples have gained new Lin (2014) recommended research.
traction with increased giving students more time
Science Fiction in the
public attention and to focus on the “new”
techniques before New Era of Science
scientific evidence. This is
assessment and explained Education
perhaps most clearly
visible in the attention that showing more video R
given to the case for global clips throughout a course e
warming and sustainability allowed for a better f
that was rarely if ever understanding of concepts o
included in the fiction films and processes. Surmeli r
of the 60’s and 70’s. For (2012) also demonstrated m
example, Soylent Green that students had an In recent science education
(1973) was considered in increased success in research, video has been
its day a far-fetched science, demonstrated explored as a medium for
extrapolation of human expanded creativity, and science educators to
exploitation of the excelled in problem- introduce fiction for the
environment and the solving over traditionally purpose of expanding the
movie’s implicit taught students. minds of young science
sustainability, and global students (Chandler, 2002;
Studies have revealed
stewardship messages have Dark, 2005; Frey et al.,
that students’ beliefs
now re-emerged as central 2012; Lin, 2014).
need to be explored
societal issues in global Regardless of the nature of
regarding their application
headline news. the delivery media, whether
of science concepts and
the inclusion of H.G. Wells
Many of the implicit understanding of
print novels or modern
recommendations for science as a discipline.
 Yerrick and Simons: Teaching with
digital film, science ways they may go about
Fiction
educators have argued for making sense of everyday
years that the inclusion of phenomena. Many issues
fiction and not just are in fact only resolved
objective facts can be a with more complete
strong motivator for multipronged pedagogical,
learning and venue for curricular, and assessment
enhancing deeper approaches emphasizing
understanding of science as the role of teachers and
a discipline (Bixler, 2007; instructional practices over
Cruz, 2013; Dark, 2005; the insertion of media itself
Liberko, 2004; Milanick (Oppenheimer, 2003).
and Prewitt, 2013).
Despite the varied
Although the incorporation
interpretations of
of science video media into
existing studies
classroom instruction has
examining the use of
vast applications, few have
fiction in teaching science,
studied the process and
there are many reasons to
with enough scrutiny to
consider integrating fiction
connect science
into classroom chemistry
achievement with the
instruction to improve
introduction of science
science achievement and
fiction. Only a few studies
students’ understanding.
have adapted such a
Among them, current
research view of the topic.
science education reforms
Among the small collection
call for richer
of studies, some
representations of
researchers have observed
scientific
the introduction of science
fiction as a means to make
cultural connections with
students through pop
culture movies.
Researchers reported
increased: Interest and
ability to critically view the
world, curricular
connections across
content, ability to address
misconceptions, and
student interest in
pursuing science careers
(Dark, 2005; Flynn, 2010;
Harwood and McMahon,
1997; Hofstein and
Kempa, 1985; Lin, 2014).
Most have cautioned
against inappropriately
applying their findings of
an impact as a complete
solution for addressing
barriers science teachers
face. For example, the
insertion of fiction video
cannot directly mitigate or
eliminate the
misconceptions bring to
class nor the common sense
Yerrick and Simons: Teaching with
Fiction
 Yerrick and Simons: Teaching with
literacy in curriculum and (2012) states Fiction that a become aware of and then
take advantage of these
METHO
in assessments as scientifically literate
supported by new visions person is able to engage in linguistic and cognitive DOLOG
for science education discourse by explaining tools. Teachers can have ICAL
(Moje et al., 2004). For phenomena scientifically, access to the cultural
knowledge,
APPRO
example, the discourse evaluate and design
norms promoted in current scientific enquiry, and understanding, and ACH
science education interpret data and evidence resources (like video D
reforms of PISA scientifically (NGSS Lead media) students bring with a
(Cresswell and States, them, and science fiction t
Vayssettes, 2 which is so prevalent in a
2016) and the Next 0 the popular movies which
Generation Science 1 most U.S. students flock
C
Standards (NGSS Lead 3 to can serve as a tool to
o
States, 2013) reflect the . bring students’
understanding of the l
development of
p world into the classroom. l
arguments,
experimentation, and . These opportunities can be e
explanation of real-world leveraged to better c
phenomena (Bybee et al., 3 recognize students’ needs t
2009). They emphasize the 7 and view students’ i
social context, which 9 thinking through a new o
surrounds the co- ) orientation lens and to n
construction of scientific . envision classroom science
knowledge using evidence discourse as a means to a
To successfully promote a
and the acquisition of encourage students to n
new kind of scientific
scientific literacy which think more critically about d
discourse, teachers must
supports students to speak, the events and media
come to understand the
think, act, and which surround them. To
contextual components A
communicate within a this end, we asked the
impacting science learning n
community of experts. following research
(Rodriguez, 2015; a
Specifically, NGSS question, in what ways, if
Rodriguez and Kitchen, l
scientific literacy refers to any, can the insertion of
2005). Competent teachers y
the ability to use scientific science fiction impact
must be able to promote s
knowledge to explain students’ learning of core
and navigate the i
phenomena and draw chemistry concepts?
contemporary s
evidence-based conversations of science
conclusions about science- This study began as a
and society and understand collaborative action
related issues. Moreover, ways children can and
the NGSS notion of research project in which
should appropriate such the first author explored the
literacy incorporates an critical thinking (Lumpe
international perspective use of fictional supplements
et al., to a traditional pedagogical
of promoting dispositions 2000; Mintzes et al.,
of reflective citizens approach to teaching
2005). Students are not chemistry. The first author
toward science- related “Blank Slates” and do not
issues: was a white, veteran,
arrive to classrooms female chemistry teacher
From an international without lived experiences accountable for four daily
perspective, science and and knowledge. Children classes of Junior and Senior
engineering practices are bring with them a wealth high school students in an
seen as necessary for of experience and urban school in the
literacy as well as knowledge that can be a Northeastern U.S. After
proficiency. The OECD’s great asset in learning years of tepid growth of
Programme for science, and teaching in students’ learning
International Student ways that embrace and surrounding chemical
Assessment 2015 leverage such resources change, the first author
Scientific Literacy requires that teachers together with her graduate
Assessment Framework make efforts to first advisor to study

collaboratively her teaching
the subsequent year. An
action research project
seemed to be the most
reasonable as it provided a
template through which to
manage the insertion of
non-traditional curricular
resources and allowed both
authors to explore
collaboratively the students’
interpretation as well as
their application of
supplemental content
resources (Carr and
Kemmis, 1986;
McTaggart,
1996). It provided a flexible
approach to changing
classroom discourse as a
means toward school
improvement through
critically informed action
and reaction, which is
appropriate to the real,
complex, and often
confusing circumstances
and constraints of the
modern school (Kemmis
and McTaggert,
1988). We were primarily
interested in the discussions
and connections students
made in the context of
classroom discourse when
presented with fictional
supplements. We also
examined the progress
made in more clinical
settings through structured
interviews and pre- and
post-assessments. We
wanted to know how
students made sense of
science concepts embedded
in fiction-based excerpts
both before and after 4
weeks of instruction. We
conceptualized of the role
of participant teacher (first
author) and outsider
researcher (second author)
due to our need to use
action research to improve
circumstances and
understandings of personal
and professional
dimensions of classroom
Yerrick and Simons: Teaching with
participation (Kemmis,
Fiction
2010; Ryan, 2009).
During the 1st year’s pilot
study, the instructor
experimented with a variety
of media and surveyed
students with regard to the
most engaging examples
she introduced. During this
time, she also kept a
reflective journal of her
own practices and
observations of students;
noting students’ responses
to pedagogical approaches
she used as well. The first
author employed science
fiction excerpts in a variety
of ways including: (1)
Introduction of topics vis-à-
vis discrepant fictional
events, (2) exemplars of
embodied concepts
following traditional
instruction, (3) fictional
artifacts for small group
student debates, (4)
complements to lecture to
open up student questions
during traditional lectures,
(5) venues for follow-up
applications after teaching
concepts, and (6) artifacts
for student prompts
facilitating formative
assessments.
During the second
implementation of
classroom pedagogy in the
following year, rigor was
applied to the data
collection design. First,
fictional resources were
evaluated and strategically
planned for the instructional
unit well in advance. These
planned insertions were
informed by teacher field
notes from the prior year
and coordinated with data
gathering during the unit of
study. Through the
instructor’s observations
and
Yerrick and Simons: Teaching with
Fiction
 Yerrick and Simons: Teaching with
field notes, the Fiction
practice problems for a interventions are
represented in Table 1. Table 1:
pedagogical approaches traditional treatment of
Fiction
that rendered the most stoichiometry and As a part of the action used in
student responses and the balancing reactions, and research approach, a quasi- interventi
richest student reaction classification. For control experimental on class
contributions were the uses the second modified class, design was introduced in
of fiction in a discrepant students were given fiction Fiction
the first author’s Format Relation
event prior and during brief examples to complement classroom: 1 classroom to content
mini-lectures (<10 min) instruction as a part of
, Iblock ofkids
shrunk the control and
Movie clip 1 Law of conservation of mass
and the insertion of fiction teacher-led discussion as classroom block of Breaking bad
as an artifact of small well as student-led small intervention. Blocks are Television clip
group instruction for group work. Each fiction set at 84 min. Pre- and
Thermite reaction
students to critique the insertion was accompanied Chain reaction
post-assessments were
accuracy of and application by an experiment or Movie clip Hydrogen
gathered regarding
to real-world events. activity. Students were flammability Big hero 6
students content Movie clip
During these small group asked to critically examine understandings, and Decomposition reaction The
student-led discussions, the the inserted media or text, student interviews were Martian Book
teacher would rove finding relationships facilitated to excerpt
between groups, listening between the fiction and
Synthesis/decomposition
and taking notes on student classroom practice, even in reaction
discussions. instances where depictions
were clearly inaccurate
The high school chemistry explore the level of
scientifically.
unit where fiction was content master of
used taught chemical During the 4 weeks of students. A survey of
change and reactions, instruction, 49 students content (Appendix 1) and
balancing products and participated in the study - topic interest was also
reactants, and 25 in the first group given to students in both
categorization (e.g., single receiving traditional contexts. Standard t-tests
replacement, double instruction representative and p-values were assigned
replacement, synthesis, and of the teacher’s past to the achievement data.
decomposition). Typically, practices and 24 in the Finally, informed by the
students showed difficulty experimental group action research plan, act,
in learning fundamental inserting fiction during observe, and reflect cycle
chemistry concepts such as instruction. Students in the first author maintained
conservation of mass and the intervention group a focus of promoting a
the nature of chemical viewed various fiction different kind of discourse
changes and bonds. This examples at appropriate and at the same time
was revealed through prior application points of attempt to respond to the
assessments and the pilot instruction, intentionally unforeseen obstacles that
from the prior year. By addressing various arose throughout data
design, one class conceptual questions, gathering (Cochran-Smith
intentionally represented identified by the teacher and Lytle, 1993; Carr and
instruction from years past, as fruitful avenues to Kemmis, 1986; Kemmis
and one class treatment capture student thinking. and McTaggert, 1988). To
included the insertion of These topics included assure equal content
fictional excerpts to an mass conservation (e.g., coverage, the first author
instruction to prompt “Is mass conserved in this used journaling, classroom
student discussion. In the example?”), reaction artifacts, and in some
first class, the teacher classification (e.g., “Are instances classroom
intentionally used real- explosions oxidation or recording to maintain a
world examples of some other reactions comparable time on topic
chemical changes and labs type?”), and the nature of for different various
from previous years in her chemical changes (e.g., covered in both the control
instruction which included “Where does the oxygen and intervention
several lab experiences come from in this classrooms. We also
sprinkled in with high example of understood that teachers
school lectures and combustion?”). These are uniquely positioned to
 Yerrick and Simons: Teaching with
provide a truly emic conversation Fiction
are examined
perspective by describing below and explained in
how students and teachers connection to their content
together construct new relevance.
knowledge (Lytle and
Cochran-Smith, 1992).
C
Therefore, the collaborative h
model for this research e
deferred to the primary m
teacher’s interpretation of i
data and the secondary role c
of the second author was to a
question and interrogate l
claims suggested by initial
findings of the data. C
h
RESULT a
S n
g
FROM e
INTERV Part of an essential
ENTION understanding of chemical
change and stoichiometry
C is the notion of conserving
l mass, accounting for each
a atom, and their
s rearrangement. Although
s the Law of Conservation of
r Mass had been covered
o earlier in the academic year,
o the chemical change
m lessons observed in this
study began with the
E review of this concept and
x the intervention featured,
c Harry Potter and the
Sorcerer’s Stone and
e
Honey, I Shrunk the Kids.
r
Transfigurations are a
p
central of the former, and
t the latter contains
s discrepant events where
Classroom discussions mass is clearly not
were expected to be conserved. Questioning the
impacted by the insertion possibility of both, the
of fiction media to teacher
instruction. Most notably,
students’ questions were
more frequent, interest was
more quickly piqued in the
topic, students were
quicker to offer responses
to the teacher’s questions,
and students showed a
willingness to challenge
other students’ inaccurate
beliefs during instruction.
Examples of these shifts in
Yerrick and Simons: Teaching with
Fiction
 Yerrick and Simons: Teaching with
asked students to explain asked Fiction Clayton:
Ashley. and attend to commonly on fire and explodes
the accuracy of objects documented chemistry destroying blocks of a
“160 pounds.” misconceptions. When city, but not the heroic
taking new shapes (Harry
Potter.) and the father Eli: “So, if you were addressing the concepts of actor, Keanu
sweeping up his shrunken shrunk down to smaller combustion, rusting, and
children (Honey, I than an ant, and your mass even physical changes such
Shrunk…). was conserved, how much as sublimation and
would you weigh?” evaporation, students more
Jared: “Well, mass is how quickly and robustly
much stuff there is in Clayton:
addressed wrong thinking
something, right?” [seeing “I guess I
in their peers like the
reinforcement] would
notion of wood or fuel
still
Julie: “Yea, and when the ‘disappearing’ rather than
weigh
kids shrunk, their mass 160.” being rearranged into
didn’t change so their carbon dioxide and other
weight would be the Julie: “So what would compounds. Inserting
same.” happen if your dad tried to fiction video in this
sweep ant- sized you, but instance afforded the
Jared: “So then, when the you grabbed the broom?” teacher frequent and
dad swept them up,
Clayton: [Realizing his recurring opportunities to
technically he wouldn’t
error] “Oh! He wouldn’t be address directly wrong
have been able to lift the
able to lift the broom as thinking and recheck the
broom!” said Jared.
easy because an extra 160 application of science
C would be hanging on and concepts from weeks past.
l then he would think that
a R
something was up…But e
y that didn’t happen in the a
t
movie!” c
o
n Jared: “So then the movie t
: was wrong, right? I mean, i
the kids just got swept up o
“ with the broom and the dad n
I didn’t even flinch. So they
didn’t follow the law of C
d conservation of mass! They a
o lost some mass to cause t
n their weight to be less.”
e
’
t
After much laughter, g
students demonstrated o
disbelief that even r
g
something as basic to i
e
chemistry as conservation z
t
of mass could be ignored in a
the production of fiction t
i
movies. The conversation
t i
led to spontaneous
. o
connections to other
” n
movies including the recent
[Many Student contributions to
ant man movie where the
overlappi class discussions were
law of conservation of
ng even more enthusiastic
mass was inconsistently
excited when challenging
applied. The conversation
student seemingly impossible
largely promoted by
voices] special effects surrounding
students allowed the
devastation and calamity.
Ashley: “Clayton, how teacher to listen in on
In the chain reaction film,
explanations from students
much do you weigh?!” a hydrogen plant catches
 Yerrick and Simons: Teaching with
Reeves. The daring star is that was a big
Fiction form of scientific discourse
portrayed as escaping fire!” which required them to
danger by jumping into a decide what counted as
Anna: “Yeah…Except it
ditch, with Hollywood evidence (lab experience
didn’t destroy the people
producers ignoring such over movie), whether
on the ground. They could
effects as the depletion of evidence was used
handle the situation.”
all oxygen from the appropriately (history over
vicinity. After introducing Once again, the class special effects), and who
the scene, chemistry discussion was more decided the veracity of
students immediately animated when a student claims or the “truth” of the
started arguing about the challenged the reality of the outcomes (students over
feasibility. portrayal. Students did not movie goers). Just as
wait to raise their hand or reformers call for
Anna: “Wait a second, are
seek permission to respond. scientifically literate
you kidding me? There is
Criticism and rebuttal was citizens to be critical
NO WAY
apparently fair game for the consumers of information,
that a
new form of science class students engaged in the
hydrogen discussion. When Anna did process of debunking poor
not accept the portrayed representations of science
explosion
magnitude of the in the fiction excerpts they
could do devastation, she objected. were presented with as
THAT!” Students, however, were supplemental resources.
quick to not only
Teacher: categorize the synthesis I
reaction but also correctly n
“What
name the example. The t
kind of teacher allowed students to e
reaction is raise challenges like, “is it r
possible?” and students v
this?” were readily able and i
[Many willing to answer - e
engaging in such teacher w
overlappin prompts as, “let’s explore s
g excited this further.” Interviews revealed specific
Students not only recalled impacts of science fiction
student
accurately the concepts videos on
voices] and experiments they had instruction. Of the nine
intervention group students
Students: performed together before
interviewed,
this unit, they but also were
“COMBU
practicing the composition
STION!” of argumentation
highlighted in today’s
Jared: So, we did this in
NGSS reform (NGSS
class, right? We did a
Lead States,
single replacement
2013). During such
reaction and collected the
activities, shifts in content
hydrogen. Then we put that
authority were observed
lit stick into it and it
which were characterized
barked at us. That told us
best by deviation from a
we had hydrogen. So WHY
singular form of content
would they show an
authority (e.g., teacher,
explosion like that one!?”
textbook) to a focus upon
Rick: “Well, remember available evidence as
the Hindenburg! That authority. The above
was part a discussion representing the
combustion of larger classroom discourse
hydrogen and where students practiced a
Yerrick and Simons: Teaching with
Fiction
 Yerrick and Simons: Teaching with
Fiction
most indicated that science videos had made instruction more
interesting, enjoyable, and increased interest in chemistry as
shown in Figure 1. Most students in the experimental group
reported that fiction videos helped them to understand
difficult concepts. Students thought videos were useful in
showing real-life reactions, but it also served to engage
students who typically did not enjoy chemistry. One student
reported in the exit interview, “I’m usually [bad] at science,
like, I don’t get it… but I actually got it this time so it was
fun.” However, students also reported that their favorite and
most helpful part of the unit was not the videos. Instead, most
agreed that the labs they performed were enjoyable and the
most helpful in constructing their understanding about
difficult concepts. Figure 1 shows some of the other benefits
noted by chemistry students including the assistance in
understanding concepts, the enhancement of the overall
learning experience, and increased interest in science.
Assessments
As expected, the pre-assessment scores for both control and
experimental classroom students demonstrated a shallow
understanding of fundamental concepts related to chemical
changes and reactions. In the control class, the pre-
assessment mean and median were a score of 8 out of 100
possible points. For the experimental class, the pre-
assessment mean and median were 7 and 6, respectively, as
shown in Table 2.
The post-assessments t-tests were split into two groups, one
comparing only chemical reaction questions addressed in
the video and the other comparing overall unit competency.
Surprisingly, there were only nominal differences in the
means and medians for the post-assessment. For the control
group mean and median scores were 60 and 62, respectively
(Figure 2), while the intervention group demonstrated a
competency of 69 and 80, respectively. While the
differences between the chemical reaction questions and
total final assessments were slightly greater for the
intervention group, the differences were statistically
insignificant.
DISCUSSION
As researchers and teachers who believe that students and
teachers socially construct meaning in classrooms, we do not
promote this study’s findings as definitive, generalizable,
nor a good representation of controlled experimentation. To
the contrary, we understand that it is admittedly impossible
for a teacher to change who they are and interact in
fundamentally different ways, whether intentionally or
unintentionally, altering their social positioning within an
instructional context without affecting student learning. We
believe it is not possible to fully design nor contrive a
learning environment to claim definitively one pedagogical
approach is superior to another based solely upon the
delivery method of the same teacher during different hours
of the instructional day. Furthermore, we believe it is also
borderline unethical behavior to intentionally deny to some
students the benefit of some superior pedagogical approach
or research treatment, while denying it to another group - if

Table 2: Pre- and post-assessment data

Scores Block 1 Block 3
(control) (intervention)
Pre-assessment mean 8 7
Pre-assessment median 8 6
Post-assessment mean (chemical reaction 60 62
Figure 1: Impacts of science fiction videos on questions)
instruction Post-assessment median (chemical 62 69
reaction questions)
Post-assessment mean (total test) 69 69
Post-assessment median (total test) 69.5 80

Table 3: Statistical results

Scores t-value t-critical p
value
classrooms

Figure 2: Pre- and post-assessments for control and intervention

 Yerrick and Simons: Teaching with
Control Fiction
Chemical reaction questions −11.057 1.7138 5.56×10−11
Total test −18.1386 1.71387 2.01×10−15
Intervention
Chemical reaction questions −9.9269 1.7171 6.89637×10−10
Total test −12.5033 1.7171 8.99×10−12
Control versus intervention
Chemical reaction questions 0.3107 1.6794 0.378
Total test 6.68×10−5 1.6794 0.4999
we, as researchers, truly
believed it was helpful.
Rather, we as researchers
freely acknowledge that
the first author was neither
a purely constructivist nor
a dogmatic didactic
teacher, but instead, as
Florio-Ruane (1987) once
described teacher
researchers, as individuals
with understanding of
“webs of significance” (p.
186) that no outsider has
access to. We, in turn,
leveraged this instructor’s
insight to get access to
student thinking and her
construction of scientific
concepts through the tools
of action research. What
we found helped to inform
her efforts and explore
more deeply the effect of
fiction on her students’
fundamental conceptions of
chemistry.
Our first claim was borne
out of the set of evidence
gathered from teacher-
student interactions
throughout the weeks of
instruction. When students
were afforded the
opportunity to explore,
challenge, and defend
claims about events
portrayed in science
fiction, students’ questions
became more directed
toward making sense of the
application than arriving at
final, accurate answers. As
these questions began to
open up the dialogue
during traditional teacher-
led discussions, student- to-
student dialogue became
more natural. In part, this
was due to the familiarity
of the example and in some
cases due to the shift of
authority over answers.
When the teacher stepped
back in part from
authoritatively providing
confirmation and an
authoritative scientific and attitudes when that extemporaneous
answer and allowed supplemented to the features such as public
students to question and existing pedagogical popularity of actors, box
ponder examples they had orientation toward office success of movies,
seen, students answered teaching chemistry. The release dates, or even the
one another ’s questions use of fiction media quality of the special
more often. Because assisted in changing the effects would be the
students were contributing nature of chemistry integral factors for
more and openly discussions in the determining the heightened
constructing the meaning classroom context and student interest or richness
of examples through allowed for skepticism and of students’ conversations
dialogue, the teacher a more critical approach for the inserted fiction
gained more insight toward the world and excerpts. We have reason
regarding the challenges of observed events. This to believe this was not the
other students. In this way, finding supports other case. As in the case of
the fiction examples served similar studies, but unlike Honey, I Shrunk the Kids,
as multiple opportunities other authors, we do not this movie was not popular
for the practice of believe our results have among our students, nor
formative assessments that much to do with the more was it one they would
are prescribed throughout superficial attributes of the check out of the library to
research literature on movies themselves. For watch again. However,
student learning. example, teachers may their resultant discussions
assume were lively and their
The practice of having
arguments cogent when it
students contribute more to
was integrated into
classroom discussions is a
discussions of science
natural motivator for
content.
students. When they feel
they are being listened to The outcome of the
and their ideas matter, they assessments confounded
are unsurprisingly more the first author’s
inclined to report they are predictions in two ways.
enjoying the lesson. For First, there was an expected
this reason, we cannot increase for students’
claim that the inclusion of achievement on post-
fiction was itself the reason assessment scores. After
for increase in richness of experiencing the increased
student contributions to quality of student
classroom dialogue. contributions, she was
Students reported an confident the scores on
increased enjoyment of correlating questions
the lessons and a greater would improve. To her
interest in the topics of surprise, the content
chemistry in general. The knowledge attainment
incorporation of fiction indicated by test
may simply be one of performance was
many ways to make statistically insignificant.
classroom more interactive, Despite her conviction that
enjoyable and interesting. she was ‘on to something’
Although it is not possible in her teaching that would
to claim this was the direct increase student
result of incorporating understanding of content,
fiction, such an
our research was consistent
intervention was associated
with the research which
with increased possibilities
preceded ours regarding
to challenge, disagree, and
test scores. We were
debate in ways that
unable to make any solid
enhanced student learning
connection between cross-disciplinary nature of
achievement scores and the the excerpts introduced or
use of fiction for teaching perhaps even to the
science. That is not to say variation offered to
that there was no additional students in the ways in
learning in the class, we which they could access
were simply unable to content through
prove with any renegotiated classroom
significance what we discourse norms.
believed were changes in
These findings lead us to
student thinking.
conclude that there is a
The second surprise for the weaker link between
instructor borne out by standard assessments and
evidence was the peripheral the kinds of forward
benefits fostered from the progress teachers may hope
use of fiction in chemistry for in opening up
class for students who classroom dialogue. If
exhibited lower teachers are to renegotiate
achievement on end of unit classroom discourse toward
chemistry tests throughout a stance for critical
the year. The first author thinking, development of
observed that students who arguments, and shift the
engaged the most and gave classroom conversation
the most thoughtful answers away from teachers telling
during both large class information
discussions and small group
contributions were typically
identified as ones that had
struggled or who had
achieved in the lower
quartile throughout the year
before this instructional
period. She did not expect
that the students who had
struggled typically would
offer the best contributions
to classroom discussions.
The higher achieving
students were less
enthusiastic and asked
more concrete questions.
Indeed, consistent with the
findings of past studies
(Brzenk et al., 2000;
Dubeck et al., 1990;
Surmeli,
2012), the insertion of
fiction excerpts increased
the interest of students who
have typically
underachieved in science
and not regularly
participated in open
conversations about
content. This could have
been due in part to the
and conveying authoritative
expertise, they cannot rely
on test scores to reinforce
their efforts. Student
achievement may not
improve at all, despite the
shifts in students’
responses, interest, or
classroom enjoyment.
Therefore, if teachers do
desire to make changes and
study the impacts of these
changes, perhaps standard
tests are not the method of
choice they to demonstrate
growth in their students’
learning or improvements
in teachers’ practices.
Rather, they should find
other, more authentic ways
to examine student
thinking and discourse
before making changes in
their pedagogy. Choosing
clinical interviews,
students’ problem solving,
or even more open-ended
questions like those
represented on the PISA
exams other countries
outside the U.S. may serve
as better informants of
student thinking (Bybee et
al., 2009; Cresswell and
Vayssettes, 2006).
More practical
considerations for
teaching were also
generated from both the
pilot and the follow-up
study. These
recommendations pertained
to both the selection of
fiction as well as the nature
of instruction. From our
observations, we
recommend teachers’ pay
little attention to the
popularity of the film, the
quality of special effects,
the overall cinematic value
of the film, quality of
acting, box office budgets,
or popularity of the actors.
None of these factors were
helpful in selecting
engaging fiction. Rather, allowed for skepticism and life as they saw and
examples selected that a more critical approach experienced it. Our findings
were most impactful toward the world and lead us to ask
included ones which: observed events. The relat
Addressed directly the resultant classroom ed
concepts in question, discussions surrounding ques
presented direct evidence the incorporation of fiction tions
to refute or confirm claims were lively and their for
inferred by the fictional arguments cogent when futur
movie script or text, or led fiction was an artifact e
to divergent conversations integrated into science stud
content discussions. y
rather than confirming the
like:
“truth” of scientific There is little argument that • Are there certain
interpretation. In addition, science adolescents today movie genres, clips,
though there were a wide spend a substantive amount special effects, or
range of different teaching of time observing and features that are
strategies available to interacting with particularly helpful or
integrate fiction, the most entertainment media. particularly ha r m f u
impactful strategies to Whether real or imagined, l t o promot i ng
increase student the use of fiction in the scie nt if ic t h i n k i
contributions was the use classroom allowed students ng a mong chemistry
of fiction prompts for small to relate science to students?
group discussions, the use
• Why didn’t notable
of fiction as discrepant changes in classroom
events, and the use of conversations t r a n
video vignettes to slate d i rectly i nto
highlight, accentuate, chem ist r y a ch
contest, or supplement ievement on
examples during whole standardized
class discussions with questions? Were there
intentional opportunities really no content
for student questioning. knowledge gains or
The most expeditious can they best be
implementation was the use measured through
of video vignettes from more specific clinical
digital sources such as interviews instead of
DVDs or YouTube. It is achievement test
important that teachers questions?
intending to insert vignettes • Can results from more
from film should pay close modern, qualitative,
attention to copyright and formative
restrictions on media they assessments (like
access, utilize, or assign for responses to media
students to consider. clips) be used to
Although we were unable prompt better
to make any solid assessment measures
connection between the of children’s thinking
planned intervention and in the real world?
achievement scores on • What are best teaching
standard teacher-made practices associated
tests, which reflected state with the use of science
assessments; the use of media for teaching
fiction media was helpful chemistry beyond
in changing the nature of simple selection and
chemistry discussions in insertion during
the classroom context and instruction? Are these
practices vary for
 different content areas change, creating
(e.g., earth science and preventative measures for a
movies like San more positive future.
Andreas or 2012)?
We look to future research R
to elaborate further E
regarding these matters, but
one thing is clear: The
F
establishment of an open E
and argumentative R
classroom communication
fostered a form of scientific E
literacy reforms demand. N
Modern conceptions of C
science classroom
discourse values the use E
evidence to construct S
arguments, extinguish Asimov, I. (1967).
misconceptions, foster the Is Anyone There?
New York:
growth of the imagination Doubleday.
and creativity, and increase Bixler, A. (2007). Teaching
the overall positive attitudes evolution with the aid of
science fiction.
of students toward science.
American Biology Teacher, 69,
Fiction media affords 337-339.
educators the opportunity to Brzenk, R., Moore, A., Alfano,
explain reality and teach M.J., Buckley, P.T.,
Newman, M.E., &
students how to analyze Dunnivant, F.M. (2000).
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provision of fiction
resources can impact
students future discussions
of the ethical, possible, and
political influences of
science. It can also assist
students to visualize a
future that may not be
desirable. Through
strategies of this type,
students can subsequently
take the imagery and
become advocates for
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 APPENDIX 1
Example Post-assessment Questions:
In a chemical reaction, the type of products obtained is largely determined by which part of the reacting chemicals?
a. Protons
b. Electrons
c. Neutrons
d. Nuclei.
In the chemical reaction in which sucrose is heated and decomposes to form carbon dioxide and water, which of the following is a reactant?
a. Sucrose
b. Carbon dioxide
c. Water
d. Heat.
Which of the following is true for all chemical reactions?
a. The total mass of the reactants increases
b. The total mass of the products is greater than the total mass of the reactants
c. The total mass of the products is less than the total mass of the reactants
d. The total mass of the reactants equals the total mass of the products.
What are the coefficients that will balance the skeleton equation below?
AlCl3 + NaOH  Al(OH)3 + NaCl
a. 1, 3, 1, 3
b. 3, 1, 3, 1
c. 1, 1, 1, 3
d. 1, 3, 3, 1.
Chemical equations must be balanced to satisfy
a. The law of definite proportions
b. The law of multiple proportions
c. The law of conservation of mass
d. Avogadro’s principle.
What are the missing coefficients for the skeleton equation below?
Cr s) + e(NO3)2 )  Fe (s) + Cr(NO3)3 (aq)
Fa. (aq4, 6, 6, 2
b. 2, 3, 2, 3
c. 2, 3, 3, 2
d. 1, 3, 3, 1.
In a combustion reaction, one of the reactants is
a. Hydrogen
b. Nitrogen
c. Oxygen
d. A metal.
The reaction 2Fe + 3Cl2  2FeCl3 is an example of which type of reaction?
a. Combustion reaction
b. Single replacement reaction
c. Combination (synthesis) reaction
d. Decomposition reaction.
The equation Mg (s) + 2HCl (aq)  MgCl2 (aq) + H2 (g) is an example of which type of reaction?
a. Combination (synthesis) reaction
b. Single replacement reaction
c. Decomposition reaction
d. Double replacement reaction.
The equation H3PO4 + 2KOH  K3PO3 + 3H2O is an example of which type of reaction?
a. Double replacement reaction
b. Combination reaction
c. Decomposition reaction
d. Single replacement reaction.
The equation 2C3H7OH + 9O2  6CO2 + 8H2O is an example of which type of reaction?
a. Combustion reaction
b. Single replacement reaction
c. Double replacement reaction
d. Decomposition reaction.
When an acid reacts with a base, what compounds are formed?
a. A salt only
b. Water only
c. Metal oxides only
d. A salt and water.
Balancing and Identifying
Balance the following equations. If they are already balanced, be sure to make that statement. State whether each equation is synthesis, decomposition, single
replacement, double replacement, or combustion.
a. Na3PO4 + KOH    NaOH + 3 K 4
PO
b. P4 + O2    PO
2 3
c. NaF + Br2    NaBr + 2 F
d. CH4 + O2   2 CO + 2 H O
e. KCl  
  K + 2.
Cl
Example Interview Questions:
1. Did you enjoy the unit on chemical reactions? Why or why not?
2. What was your favorite part from the unit?
3. Do you think using fiction films and literature enhanced your experiences of the unit?
4. Do you feel that it helped you understand difficult topics?
5. Did the use of fiction increase your interest in the subject?
6. Would you recommend using fiction film and literature for other chemistry units?
7. What recommendations do you have for using fiction in chemistry in the future?