Introduction:

Talking or teaching science is no easy task. From concepts as simple as freefall to theories as complex as relativity, it can take educators quite some time and effort to gauge learners’ interest and get the science across, not to mention advanced science and latest research that can seem daunting to the general public who view themselves as ‘outsiders’. While research has shown a declining interest in science among young people, it is time for science educators and scientists to reconsider their approach to communicating science. To better engage learners cognitively and emotionally, it is time to consider the help of something interesting and familiar to most people – movies. 

Tangible Tips:

To better communicate science using movies, here are some points to note and consider:

• Evaluate the motives. Before adopting the strategy, it is important to first understand why or why not use movies by examining the opportunities and challenges proposed by educational researchers.
• Why use movies? According to educational research, incorporating movies in class has reportedly increased students’ interest in science. This not only has to do with the audiovisual nature of movies that attract viewers, but also the rich and novel contexts provided to explore scientific concepts. At Eastern Kentucky University, Professor Donald Yow in the department of geography and geology developed a course titled Hollywood Weather [1]. Introducing all topics with movie clips (e.g., introducing cyclones and climate change with scenes from The Day After Tomorrow (2004)), the course not only resulted in more positive feelings toward atmospheric science, it also attracted more students from other disciplines, and even motivated freshmen to choose geology as major. This is only one of many examples that have revealed the appeal of communicating science using movies.
• Why not use movies? Despite the unanimous claim on the ability to gauge interest, scientists tend to fault movies for inaccurately portraying scientific facts and theories. As mentioned in a previous article, there is no lack of laughably bad uses of science. This causes hesitancy to use movies to aid education, especially when movies often blur the distinction between fact and fiction by combining science and pseudoscience for entertainment. Since filmmakers prioritize profitability and artistic expression over scientific realism, it is not unreasonable for scientists to worry about the potential creation of scientific misconceptions. However, instead of avoiding movies, researchers suggested that we should view them as opportunities for critical thinking and engage learners in the critique of them. Plausible ideas have been proposed to have greater educational potential than accurate details. We should not shy away from using movies as examples because they do not always portray accurate science.

• You are the key. You as a science educator or scientist are the key to communicating the science content. The movie cannot do your job. This is why your ability to explain and willingness to discuss is a great determinant of how effective using movies can be.

• Choose the right concepts. Although a variety of scientific concepts, facts and theories can be communicated by drawing parallels between science in movies and in real life, some concepts may benefit more than others.
• Introductory science. Basic knowledge can be better communicated with movies. Research on the use of movies tends to be reports on introductory science classes for different disciplines at the level of university. This is when high school sciences are revisited and non-science major students cross disciplines to learn the fundamentals.
• Conceptual knowledge. Keeping knowledge conceptual rather than mathematical can facilitate science communication through movies. In the Hollywood Weather course, Professor Donald Yow intentionally kept the science conceptual and even reinforced the concepts with multiple movies. This may help learners better retain knowledge over time. While numeric calculations are unavoidable, it is recommended to reduce details and revolve simple math around movie scenarios. Adam Weiner, a high school teacher who used Hollywood movies to teach introductory physics, once showed some examples in his published paper [2].
• Intangible concepts. Scientific concepts which are difficult to mentally visualize can benefit more from the use of movies. This can be attributed to narrative transportation, which allows movie viewers to virtually visit faraway places (e.g. outer space) or experience dangerous situations (e.g. skydiving). Since demonstrations are not always possible due to danger or difficulty, movies can help recreate the scenarios without relying on mental imagery. An advanced concept I once introduced was entropy, where I created a video relating the second law of thermodynamics to the movie Tenet (2020) [3].

• Choose the right movies. Picking movies with relevant scientific concepts is inevitable; however it is important to select movies that can grab attention and maximize learning. This is why certain criteria are to be considered before choosing a movie. A research targeting movies for teaching chemistry has shown that movie release year and IMDb rating cannot predict the appeal and pedagogical utility of a movie [4]. There is no need to chase for the latest acclaimed movies. Rather, it is important to first watch the movies and ask fellow educators or learners for opinions. You should avoid choosing a movie you have never watched.

• Decide how to incorporate movies. Research has not reached consensus on how to incorporate movies. While some believed that film clips are effective and efficient due to time constraints, others argued that showing full length movies is better for setting context and maintaining interest. A study suggested that showing the movie before discussion can lead to better learning outcomes. However, results can greatly differ depending on the circumstances and mode of communication (in-person or online). Simultaneously showing movie clips and explaining relevant concepts has been my approach as an online creator. You may decide according to your needs.

• Be attentive to learning outcomes. Although communicating science using movies has been shown to have positive effects on students’ interest, science educators and scientists should pay attention to learners’ understanding of content knowledge, especially if adopting this strategy as a long term approach.

Conclusion:

To transform content into knowledge, one effective way is to anchor it to things people already know. Connecting science to movies is an excellent choice not only because of their extensive familiarity, but also because of the limitless opportunities they provide to contextualize science content. Next time you have a concept you want to communicate, recall the movies you have watched, and you may uncover the hidden bridge between you and your most disengaged audience.

Useful Resources:                       

[1] Journal article detailing the course Hollywood Weather at Eastern Kentucky University

D. M. Yow, “Teaching introductory weather and climate using popular movies,” Journal of Geoscience Education, vol. 62, no. 1, pp. 118–125, 2014.

[2] Journal article showing examples to teach introductory physics with Hollywood movies

A. Weiner, “The physics of Hollywood movies (or using Hollywood movies to teach and learn physics),” Journal of Science & Popular Culture, vol. 1, no. 1, pp. 83–91, 2018.

[3] YouTube video I created that connects the concept of entropy to the movie Tenet (2020)

“Can we reverse entropy? Quantum physics behind Tenet,” YouTube, 17-Nov-2020. [Online]. Available: https://youtu.be/yVLzh9VOCzk.

[4] Journal article identifying criteria for choosing the most pedagogically useful movie clips

C. A. Frey, M. L. Mikasen, and M. A. Griep, “Put some movie wow! in your chemistry teaching,” Journal of Chemical Education, vol. 89, no. 9, pp. 1138–1143, 2012.

Acknowledgment:

The publication of this article is made possible by The (Un)Scientific Method, SciCATS and Advice To a Scientist. Their support and guidance through a series of workshops have empowered science communicators like me. I am grateful for this opportunity and their valuable advice.