Using Fan Fictionto Bridge Students’Understanding of Science

LaShay Jennings; Renee M. Moran; Blake Pierce

doi:10.4018/978-1-6684-4515-0.ch019

Using Fan Fictionto Bridge Students’Understanding of Science

LaShay Jennings, Renee M. Moran, Blake Pierce

Department of Curriculum and Instruction

East Tennessee State University

Research output: Chapter in Book/Report/Conference proceeding › Chapter

Abstract

The purpose of this chapter was to present current literature focused on integrating science and literacy and describe the teaching of a science unit of study that incorporated fanfiction literature in a fourthgrade classroom. Ms. Bardon’s instructional techniques were focused on integrating science learning with reading and writing based within a fictional text read together as a classroom community throughout the unit of science study. The unit of study was presented alongside background literature to illustrate how such teaching is indicative of a larger movement in the educational field toward science, technology, engineering, and mathematics (STEM)-based pedagogy and curriculum. The account of teaching was presented according to the close reading of the fictional text, the hands-on science activities, and the culminating student writing of a fanfiction narrative that constituted the assessment of science learning.

Original language	American English
Title of host publication	Research Anthology on Fandoms, Online Social Communities, and Pop Culture.
DOIs	https://doi.org/10.4018/978-1-6684-4515-0.ch019
State	Published - Jan 1 2022

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Curriculum and Instruction

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https://doi.org/10.4018/978-1-6684-4515-0.ch019

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abstract = " The purpose of this chapter was to present current literature focused on integrating science and literacy and describe the teaching of a science unit of study that incorporated fanfiction literature in a fourthgrade classroom. Ms. Bardon{\textquoteright}s instructional techniques were focused on integrating science learning with reading and writing based within a fictional text read together as a classroom community throughout the unit of science study. The unit of study was presented alongside background literature to illustrate how such teaching is indicative of a larger movement in the educational field toward science, technology, engineering, and mathematics (STEM)-based pedagogy and curriculum. The account of teaching was presented according to the close reading of the fictional text, the hands-on science activities, and the culminating student writing of a fanfiction narrative that constituted the assessment of science learning.",

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AB - The purpose of this chapter was to present current literature focused on integrating science and literacy and describe the teaching of a science unit of study that incorporated fanfiction literature in a fourthgrade classroom. Ms. Bardon’s instructional techniques were focused on integrating science learning with reading and writing based within a fictional text read together as a classroom community throughout the unit of science study. The unit of study was presented alongside background literature to illustrate how such teaching is indicative of a larger movement in the educational field toward science, technology, engineering, and mathematics (STEM)-based pedagogy and curriculum. The account of teaching was presented according to the close reading of the fictional text, the hands-on science activities, and the culminating student writing of a fanfiction narrative that constituted the assessment of science learning.

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ER -

Using Fan Fictionto Bridge Students’Understanding of Science

Abstract

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