Electromagnetism in the movies

Everitt, Lori R.; Patterson, Evelyn T.

doi:10.1119/1.880409

Cited by 6 publications

(5 citation statements)

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“…Based on the findings obtained in the research, it was concluded that the level of scientific realism in the motion-pictures is critically questioned by the conscious audience and that the audience is aware of the role of reality and fiction in the scenes. This general conclusion corresponds to the conclusions reached in the studies within the body of literature (Al-Khalili, 2003;Allday, 2003;Arroio, 2010;Barnett et al, 2006;Brake and Thornton, 2003;Dark, 2005;Everitt and Patterson, 1999;Rogers, 2007;Rose, 2003;Smith, 2009;Taylor, 2003).…”

Section: Discussionsupporting

confidence: 89%

“…Motion picture dimension of informal education has been studied usually through sci-fi movies (Al-Khalili, 2003;Allday, 2003;Arroio, 2010;Barnett et al, 2006;Brake and Thornton, 2003;Dark, 2005;Everitt and Patterson, 1999;Rogers, 2007;Rose, 2003;Smith, 2009;Taylor, 2003). According to Asimov (1968), one of pioneer for using sci-fi as teaching aid, sci-fi stories can be used for illustrating scientific contents and initiating useful discussions between students.…”

Section: Introductionmentioning

confidence: 99%

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2014

Eurasia J. Math. Sci. Tech. Ed

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The aim of this study is to draw attention to the informal education aspect of the movies shown and to determine the awareness levels about physics in movies of a small group composed of university students. That is an evaluation had been made among the films dealing explicitly with the basic content of physics, except for science fiction movies, and two films that attracted great attention in the process notation were chosen. In this study, the sample group was composed of six students who continue physics education at university and have high academic success levels. At the beginning of the sessions, the group had been informed about the aim and process of the study. The movies, which were watched by researchers and scientifically mistaken scenes had been determined beforehand, were then watched in two different sessions together with the student group. In each session, students were made to discuss the scenes dealing with physics and whether they were consistent or contrary to physics rules. The scenes in question were stopped upon the demands of students, the time interval of the scene was noted, and the discussions were recorded by a voice recorder. The researchers did not intervene in the discussions directly, but only canalised students to make the discussions deeper when needed. Through this study, it was realised that the awareness level about physics in movies of the students was quite high. This study is highly important in stressing the informal education mission of the movies and students' critical questioning of the scientific correctness in the films. This result points out that while writing a scenario, scriptwriters should take a serious academic consultancy service.

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Section: Discussionsupporting

confidence: 89%

Section: Introductionmentioning

confidence: 99%

Untitled

2014

Eurasia J. Math. Sci. Tech. Ed

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“…[9][10][11] Regarding the above, previous studies have highlighted the effectiveness of using science fiction movies in the classroom to favour student motivation and engagement when it comes to learning science and technology subjects. [12][13][14][15][16][17][18] Specifically, some works have developed projects through which the use of movie scenes has been considered in the classroom for the teaching of Physics. This way, Dennis 19 considered science-fiction movie clips to illustrate physical concepts as a way of supplementing traditional instruction, with such fact resulting in improved motivation from the students as well as better visualization of the fundamentals of Physics.…”

Section: Introductionmentioning

confidence: 99%

UPCT-Bloopbusters: A methodology of teaching physics and technology concepts using movie scenes and related experiments

Rodríguez

Sánchez-Pérez

Castro

et al. 2020

International Journal of Electrical Engineering & Education

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There is an increasing need for innovative educational methods that can motivate and engage students in subjects that are often perceived as difficult or boring. One such approach is the UPCT-Bloopbusters educational project, developed by a group of professors at the Universidad Politécnica de Cartagena (UPCT), Spain, wherein concepts from the fields of physics and technology are presented and exemplified in the classroom through scenes from different movies in conjunction with experiments. The project was conducted on three subjects, one from each of the three bachelor of electrical engineering degree programs offered at the UPCT, namely Physics I, Applied Physics, and Optical Communications. This paper describes the methodology of the educational project and then presents and discusses the academic results of the students involved in terms of success and performance rates both before and after the application of the new methodology. Moreover, the results of a survey carried out on the students are presented. Finally, some of the exercises used in this methodology for the teaching and learning of science based on different movie scenes are provided as examples. The results of the project show that the students were receptive of the methodology and further indicated that it may lead to increased academic performance due to their enhanced understanding of physics and technology concepts.

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“…In this sense, the use of science fiction movies can be a powerful resource within the lecture room to help students motivate and engage in their learning of different science disciplines (Franknoi, 2002;Rose, 2003;Barnett et al, 2006;Bixler, 2007;Frieden & Elliot, 2007;Blasco et al, 2010;Blasco et al, 2011). Specifically, when it comes to teaching physics or engineering, the use of science fiction movie scenes can represent an interesting complementary methodology to illustrate how (or how not) the laws of physics of our universe behave, while at the same time having fun (Asimov, 1968;Everitt & Patterson, 1999;Chandler, 2002;Daley, 2004;Dark, 2005;Berne & Schummer, 2005). Furthermore, it should be noted that, through science fiction movies, students not familiarized with scientific fields can be stimulated so that new scientific and technological vocations may be awaked (Smith, 2009).…”

Section: Introductionmentioning

confidence: 99%

UPCT-Bloopbusters: Teaching Science and Technology through Movie Scenes and related Experiments

Rodríguez

Castro-Rodríguez

Sánchez-Pérez

et al. 2018

Proceedings of the 4th International Conference on Higher Education Advances (HEAd'18)

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In order to change the preconceptions of youth towards science and technology subjects (which, usually, are perceived as difficult or boring), new educational methods aimed at motivating and engaging students in learning are becoming more and more necessary. In this sense, an educational project called ‘UPCT-Bloopbusters’ through which a group of professors of the Universidad Politécnica de Cartagena (UPCT), Spain, use science fiction movie scenes ─as well as experiments─ within the lecture room to teach both physics and engineering technology is hereby presented. The methodology of the project is properly described and the results of a survey carried out among the students of a course in which such methodology has been used are shown. In view of this survey, it can be concluded that the project has been more than welcome by the students while at the same time has favored the learning of a great deal of physics and technology concepts.

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Electromagnetism in the movies

Abstract: We have developed five introductory electricity and magnetism lessons composed of student activities centering on analysis of short clips from popular movies. We describe our motivation for doing this, the kinds of activities, and offer our materials to those interested.

Cited by 6 publications

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UPCT-Bloopbusters: A methodology of teaching physics and technology concepts using movie scenes and related experiments

UPCT-Bloopbusters: Teaching Science and Technology through Movie Scenes and related Experiments

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