- Code SCOM6003
- Unit Value 6 units
- Offered by Centre for the Public Awareness of Science
- ANU College ANU Joint Colleges of Science
- Course subject Science Communication
- Areas of interest Science, Science Communication
- Academic career PGRD
- Dr Lindl Orthia
- Mode of delivery In Person
- Co-taught Course
Second Semester 2014
See Future Offerings
How has Brave New World shaped the human cloning debate? Why did forensic science enrolments boom simultaneously with the popularity of CSI and Silent Witness? How is Doctor Who useful for engaging high school students in science learning? To what extent did Frankenstein establish a negative image of scientists? Why is theatre an effective HIV/AIDS education tool in South Africa and not in Australia? What role did Star Trek's Lt Uhura play in recruiting astronauts to the NASA space program? How might The Day After Tomorrow impact the public understanding of climate change?
This course provides an introduction to the impact of fictional representations of science and scientists on public perceptions of science. It introduces research, theory and methods from this growing area of science communication as applied to fictional works including films, television programs, plays, novels, short stories and comics. Students are encouraged to share their own experiences of science-based fiction and to pursue their areas of interest through assessment. The major piece of assessment is a research project testing students' hypotheses about the impact that a work of fiction might have on public perceptions of science. The research project will be completed individually, but the research ideas will be developed as a team with a view to obtaining publishable results.
Upon successful completion, students will have the knowledge and skills to:
Upon satisfactorily meeting the course requirements, students will be able to:
- describe, question and critique the historical developments in the ways that fiction has been discussed by science communication scholars
- distinguish between different fictional representations of science and scientists in terms of their significance for the science-society relationship
- apply theory and research about science in popular fiction to science communication practice
- think reflexively about the study and application of science in popular fiction and the student's place within it
- work as a team to deliver research reports and other materials for public consumption in a timely manner
- manage a public science communication project that involves both collaboration and independent learning
- critique and correct others’ public science communication efforts in a professional and encouraging manner
- conduct science communication research using social science research methods such as content analysis, focus groups and questionnaires
- explain the context and importance of fiction in the discipline of science communication
- reflect on the social implications of science-based fiction including for their own lives
- demonstrate the significance of fictional images of scientists for access and equity in science work and study
- work effectively with others as part of a group
- work independently through discovery-based learning
- use social science research methods such as content analysis, focus groups and questionnaires to investigate public perceptions of science
- access, organise and present material explaining the ways in which science-based fiction has been found to influence public perceptions of science
- critically evaluate strengths and weaknesses of current research methods for investigating fiction's influence on public attitudes, knowledge and beliefs
- Reflective folio critically reflecting on the relevance of the course readings, classes and assessment for professional practice in science communication (30%; LO 1,2,3,4,7)
- Management and curation of, and contributions to, an online Wiki that all students co-author (20% LO 1,2,3,5,6,7)
- Public perceptions research project proposal and ethics application, completed as a group (10%; LO 1,2,3,5,8)
- Public perceptions research project final report, completed individually (40% LO 3,4,5,8)
- Learning journal critically reflecting on readings, classes and other learning activities (25%; LO 1,2,3,7,8)
- Written contributions to online Wiki (25% LO 1,3,6,7)
- Public perceptions research project proposal (25%; LO 1,4,5,6)
- Public perceptions research project final report (25% LO 2,4,5,6,7,8)
The ANU uses Turnitin to enhance student citation and referencing techniques, and to assess assignment submissions as a component of the University's approach to managing Academic Integrity. While the use of Turnitin is not mandatory, the ANU highly recommends Turnitin is used by both teaching staff and students. For additional information regarding Turnitin please visit the ANU Online website.
Two x two hour studio classes per week, comprising lecture & tute material
Tuition fees are for the academic year indicated at the top of the page.
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- Student Contribution Band:
- Unit value:
- 6 units
If you are an undergraduate student and have been offered a Commonwealth supported place, your fees are set by the Australian Government for each course. At ANU 1 EFTSL is 48 units (normally 8 x 6-unit courses). You can find your student contribution amount for each course at Fees. Where there is a unit range displayed for this course, not all unit options below may be available.
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Offerings, Dates and Class Summary Links
ANU utilises MyTimetable to enable students to view the timetable for their enrolled courses, browse, then self-allocate to small teaching activities / tutorials so they can better plan their time. Find out more on the Timetable webpage.
Class summaries, if available, can be accessed by clicking on the View link for the relevant class number.
|Class number||Class start date||Last day to enrol||Census date||Class end date||Mode Of Delivery||Class Summary|
|9261||21 Jul 2014||08 Aug 2014||31 Aug 2014||30 Oct 2014||In Person||N/A|