What Science Can Learn from Fiction: Utilizing the Power of Narrative Structures to Teach Science

Science is used to inspire the fictional media (i.e., media that depicts concepts or events that are unlike reality) (Hopkins & Weisberg, 2017) that many of us love.

Whether it is comic books about superheroes who gain powers after being hit by lightning, or children’s television shows in which house cats secretly go on adventures in the wild outdoors, science is all around us, including in the fictional media we consume.

So, why is it that fictional media, which distorts scientific information, is more engaging than media containing factually correct scientific information.

Does this have to be the case?

Science, which to many holds the promise of actualizing what is currently impossible, inspires imagination. Maybe we don’t currently have superheroes with superspeed, but what if we could use technology to gift people with such superpowers one day?

That “what if” question is what keeps people reading, watching, playing, or otherwise consuming this media. Curiously enough, more often than not, sources that teach factually correct science information fail to have that same effect.

As a scientist and a student of developmental and educational psychology, I’ve spent at least the last two years wondering why this is the case. Science is, after all, all about answering questions. Human curiosity about the impossible is what keeps viewers engaged with fictional science. Can this curiosity be used to keep people engaged in actual science?

Because I’ve spent the last two years conducting research on educational media, I believe the answer to my former question is “yes”, and I think I know one way we can go about doing so.

I think that people stay engaged in fictional stories because they use a narrative structure. Every story has a beginning, middle and an end. Because of this structure, every event that following the beginning of the story can be explained mechanistically, or through cause-and-effect: Cinderella has to leave the prince at midnight because her fairy godmother warned her that all of her things would change back into their original form.

Given that science is all about finding answers, or explanations to our questions, I began to wonder: Would people stay engaged in science if it sounded more like a story?

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All about APS

On the morning of Wednesday, May 22nd, I got up at  3:30 AM to go on one of my most exciting career-related adventures yet! The Association for Psychological Science Convention. This was the first big psychology conference that I had the opportunity to participate in.

A short summary of my experience? I had a blast!

A slightly more detailed one? I learned so much, and I’m excited for what lies ahead of me as I advance in this field.

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‘Scientific Collaboration Means Collective Celebration’: My First Experience Planning and Presenting at a Research Conference

The first annual Northwest Social Cognitive Development Conference (NSCDC) was my first ever research conference, and the first time I was able to assist in organizing a research conference. The purpose of this conference was to gather researchers from all across the Cascadia Corridor to discuss and present on current topics in developmental science, specifically pertaining to social and cognitive development. I did a poster presentation about my current project on infants’ prosocial expectations. Aside from being my first presentation opportunity, I also had the chance to network with many talented researchers and professionals in the field, and learn from their work and experiences in academia.

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