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<p>Science fiction serves as a valuable interdisciplinary and integrative resource in education, particularly for fostering creativity. This study introduces a novel curriculum that combines creative problem solving with science fiction films (SFFs-CPS) aimed at enhancing creative thinking in high school science education. We developed and implemented this curriculum, subsequently gathering and analyzing creative narrative texts from student groups using a modified version of the PISA 2022 framework for assessing creative thinking. The results showed that the content and number of ideas students had when creating their work were influenced by the content of the lesson, and the level of creative thinking was influenced by the scientific knowledge associated with the work and the imaginative properties of the topic itself. Additionally, we collected student feedback on the course, which provided insights that were used to refine the curriculum further. We discuss these insights and their implications for teaching practices, aiming to offer valuable strategies for educators in similar contexts.</p>

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Combining Creative Problem Solving with Science Fiction Films to Promote Creative Thinking in Science Education

  • 期刊论文

  • 发表日期：

    2025年11月12日

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  • Xuping Xiong,
  • Shanzhang Ren

摘要

Science fiction serves as a valuable interdisciplinary and integrative resource in education, particularly for fostering creativity. This study introduces a novel curriculum that combines creative problem solving with science fiction films (SFFs-CPS) aimed at enhancing creative thinking in high school science education. We developed and implemented this curriculum, subsequently gathering and analyzing creative narrative texts from student groups using a modified version of the PISA 2022 framework for assessing creative thinking. The results showed that the content and number of ideas students had when creating their work were influenced by the content of the lesson, and the level of creative thinking was influenced by the scientific knowledge associated with the work and the imaginative properties of the topic itself. Additionally, we collected student feedback on the course, which provided insights that were used to refine the curriculum further. We discuss these insights and their implications for teaching practices, aiming to offer valuable strategies for educators in similar contexts.