TEACHING (GEO-) SCIENCE THROUGH POPULAR FILM

A major goal in education today is to increase scientific literacy among the general population. Students struggle with STEM-related concepts that seem too abstract to them and unrelated to their everyday lives. To address this divide, we have developed a nontraditional introductory science class that presents STEM concepts through the critical analysis of popular film.

The “science through film” curriculum presents a range of films with scientific themes. Much of the public now learns about science from entertainment. Media now take the role of a virtual witnessing technology, a teaching tool in which laboratory experiments are replaced by virtual experiments, including computer simulations or films of real experiments, in order to present knowledge to a broad audience. Virtual witnessing has become a powerful technology for visualizing and conveying scientific principles.

Each unit examines one film and analyzes its scientific context to understand how and why that film uses science, and how it shapes perceptions of science. Concepts analyzed through the class include environmental disasters, space exploration, the human genome and evolution, etc. The class is formatted to include a lecture exploring the science presented in that week's film, the screening, and a student-led discussion. For example, Gattaca (1997; Andrew Niccol) exlpores genetics and genetic engineering. The Day After Tomorrow (2004; Roland Emmerich) shows a vision of catastrophic global warming. And Dante’s Peak (1997; Roger Donaldson) illustrates volcanic phenomena over a range of magma types.

Studying basic concepts of science and then applying these concepts to films help students to develop critical thinking skills. At the completion of the course, students are able to apply basic knowledge to analyze science content in film for its quality and validity. Students will discuss how filmmakers and films can promote research agendas, stimulate technological development and contribute to scientific discussion. The critical analysis of science in film will increase students’ understanding STEM-related concepts, which will become more accessible and meaningful. Finally, students will explore how films may foreshadow the directions science and technology may take in the future.