Bringing Science Fiction Story Writing to Saudi Science Education: Writing-to-Learn Exploratory Case Study

Abstract

This exploratory case study affirmed the merit of using science fiction-inspired story writing to help Saudi Arabian Grade 10 female students learn science. Recognizing that teacher-centered rote learning was not reaching her rural students in the western part of Riyadh Province, the female teacher in this case switched to the constructivist active learning pedagogy, especially story writing. The case study report reflects data from a teacher interview, classroom observations (n = 2), and a content analysis of students’ (N = 25) two homework assignments. In the spirit of science fiction (SF), they were required to (a) demonstrate their science learning by weaving their imagination and personalities with the world of arthropods and writing a story that reflected the values and principles they aspired to spread in society and (b) answer the third conditional sentence question “What would you ask god for if you were a Crustacean?” A content analysis confirmed that students correctly used science facts while creatively and innovatively using their imagination to write stories reflective of their value systems. They valued identity, societal recognition, validation and respect, enduring friendships, dialogue and conversations, protection, and family. Regarding the God/Crustacean question, they wanted to be happy, at peace, safe, valued, respected, and have a clean place to live. The study confirmed the value of further investigating the use of the science fiction genre in Saudi science education and using writing to learn science.