Research findings in the area of science education show a number of issues that raise concern: (i) negative attitudes, low self-efficacy, and declining interest about science and relevant subjects; (ii) low achievement in international surveys on science literacy in numerous EU countries; (iii) inadequate and stereotypical conceptions about science and scientists; (iv) gender, race, and socio-economic status differences. The Council of the European Union points towards the right direction, through one of five benchmarks included in the strategic framework ET 2020: “By 2020, the share of low-achieving 15-year-olds in reading, mathematics and science should be less than 15 %.”

The SciFiEd project focuses on improving all of the above-mentioned areas, by providing teachers with tools, training, and guidance that will assist them in enhancing their teaching, making science more attractive to students, connecting it with real-life issues such as the environment, and providing girls and other marginalised groups with access to science. The central project idea is to achieve this by incorporating Science Fiction in science teaching. Research tells us that the introduction of narrative in science education significantly increases students’ memory, interest, and understanding. The consortium believes that SciFi narratives, in particular, can bring about impressive improvement in European science education. Even though SciFiEd focuses mostly on SciFi literature for children and young adults (novels, short stories, comics, and graphic novels), it also aspires to make use of technologically mediated SciFi, such as film and computer games.

The SciFiEd project aims to:

• Increase pupils’ motivation and achievement in science and other subjects, through the introduction of Science Fiction in education.
• Enhance the quality of teaching Science and Technology, as well as an array of other subjects to children aged 9-15 and higher.
• Connect science education with real-life issues such as the environment.
• Provide girls and other marginalised groups with better access to science education.
• Contribute to the improvement of initial teacher education and in-service professional development of science teachers and to the exchange of innovative teaching practices.

The project partners are:

• CARDET
• University of Pitesti (UPIT)
• County Meath VEC (CMVEC)
• Public Library in Ursus District of the City of Warsaw (BPURSUS)
• Innovade Li Ltd
• Agenzia per lo Sviluppo Empolese Valdelsa (ASEV)

This project has been funded with support from the European Commission.
This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
[Project Number: 527471-LLP-2012-CY-COMENIUS-CMP]