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In the study, it is aimed to examine the relationship between science fiction self-efficacy and spatial ability of science teacher candidates. The study is quantitative research and correlation research was used as a research design. The study group consisting of 200 science teacher candidates was formed by using the convenience sampling method. The data collection tools are Santa Barbara Solids Test, Spatial Ability Self-Report Scale and Science Fiction Self-Efficacy Scale for Science Teacher Candidates. Correlation analysis was performed in the analysis of data and Pearson Correlation for normally distributed data and Spearman Correlation for non-normally distributed data was used. As a result of analyzes, for science fiction candidates it was concluded that there is a moderately positive and significant relationship between spatial ability and spatial ability self-report, a moderately positive significant relationship between science fiction self-efficacy and spatial ability self-report, and a weak positive significant relationship between science fiction self-efficacy and spatial abilities. According to the findings, it was concluded that science teacher candidates make a consistent self-assessment in terms of their spatial ability. Moreover, it has been determined that some improvement in spatial ability can be achieved by using science fiction as a tool to develop spatial ability.

Given the increasing popularity of the science-fiction genre, its capacity for worldbuilding and its long-durée vision, coupled with both the difficulty of discussing issues of migration in today's world as something more than a problem of the present and the necessity to go beyond this presentism, the author argues that science-fiction films provide an excellent tool for peace education inside and outside the classroom in general and to address migration in particular. This article discusses the why and how of using science fiction films for peace education, which the author claims is not necessarily taught in the classroom or special programs but should also be seen as part of lifelong learning/continuous education.

Science fiction (SF) combines realistic and imaginary elements of science and technology and develops students' imagination, creativity, and interest in science. Therefore, the aim of this study is to examine SF stories written by pre-service science teachers (PSTs) in terms of various textual and science variables. The case study of SF story writing aimed to develop a theoretical framework to analyze how narrative elements, plot structure, agency, the nature of science content, characteristics of the SF genre, and ethics in scientific research are included in the stories of a group of Turkish PSTs. The participants of the study were 58 pre-service teachers enrolled in the science education department at a public university in Turkey. Working in groups, they wrote 13 different SF stories. The stories were analyzed with a rubric including two parts: narrative and other story elements and the characteristics of the SF genre. The results showed that the stories included fictional and realistic features of science and technology, scientific concepts, and details about scientific realities. The stories addressed the social and cultural embeddedness of scientific knowledge and details about the scientific method. However, the originality is limited in many stories as they had traces from popular movies, books, and TV series. The stories did consider a range of ethical issues, including unauthorized experimentation and manipulating scientific information for personal, political, and financial interests. The current study could contribute to the literature about the use and assessment of SF stories in science education.

Science fiction (SF) combines realistic and imaginary elements of science and technology and develops students' imagination, creativity, and interest in science. Therefore, the aim of this study is to examine SF stories written by pre-service science teachers (PSTs) in terms of various textual and science variables. The case study of SF story writing aimed to develop a theoretical framework to analyze how narrative elements, plot structure, agency, the nature of science content, characteristics of the SF genre, and ethics in scientific research are included in the stories of a group of Turkish PSTs. The participants of the study were 58 pre-service teachers enrolled in the science education department at a public university in Turkey. Working in groups, they wrote 13 different SF stories. The stories were analyzed with a rubric including two parts: narrative and other story elements and the characteristics of the SF genre. The results showed that the stories included fictional and realistic features of science and technology, scientific concepts, and details about scientific realities. The stories addressed the social and cultural embeddedness of scientific knowledge and details about the scientific method. However, the originality is limited in many stories as they had traces from popular movies, books, and TV series. The stories did consider a range of ethical issues, including unauthorized experimentation and manipulating scientific information for personal, political, and financial interests. The current study could contribute to the literature about the use and assessment of SF stories in science education. [ABSTRACT FROM AUTHOR]