Effective biology teachers are always looking for

Michael L. Berumen Using students interest in popular cinema to promote science learning Effective biology teachers are always looking for new and innovative ways to generate student interest in the subject and help students recognize biology in their everyday lives. Most students enjoy watching movies in class or otherwise, particularly those from popular media. For this reason, popular movies with biology themes can be a valuable tool for science teachers at all levels, and there is a growing number of such films available. The depiction of biological concepts in movies can range from surprisingly accurate to highly misleading. While occasionally students may raise questions or seek clarification about some of these topics, more often students assume that the subtle nuances or scientific information presented in these films is correct. In other cases, students may not give much thought to the information in question, but the movie s influence may present itself later in misconceptions of a topic. 26 The Science Teacher

As biology teachers, we should embrace the everincreasing appearance of biology in movies and other media as an opportunity to engage students in active learning and to facilitate critical-thinking and investigative skills in the classroom. Whether a movie intentionally presents a biology topic or not, it can be transformed into a teaching tool that both students and teachers enjoy (Rose 2003, 2007). Using movies in science classrooms is not a unique concept. In particular, the use of science fiction films (and literature) has been suggested previously (Dubeck, Moshier, and Boss 1988; Czerneda 2006; Bixler 2007). In this article, I provide examples and strategies from my experience using popular movies in classes ranging from kindergarten to university-level courses. These strategies aim to convert students enthusiasm for cinema into science learning experiences that develop their ability to discover science in their everyday lives. Teaching biology using movies The basic premise is simple: At an appropriate point before or after a particular topic is addressed in the curriculum, the teacher shows a film featuring pertinent biological themes, and students identify accurate or inaccurate portrayals of scientific concepts. This can occur on several levels, ranging from students simple observations to detailed follow-up studies on the nuances of the science behind a given topic. Selection of appropriate movies is critical, and the teacher can greatly enhance the impact of a movie in the way that subsequent discussions, lectures, or projects are conducted. Students develop their own questions about both small details and major issues found in the film. All lines of inquiry should be encouraged, Keywords: Mitosis and meiosis as a primary goal is to develop at www.scilinks.org students inclination to think Enter code: TST120801 critically about the information presented. While it is tempting to offer simple true-orfalse answers, an effective teaching method is to direct students to do their own research using available library or internet-based resources. It is also valuable to guide students in seeing the process of how information is discovered by science, instead of having them merely dig up facts. How do we know that? and other open-ended questions lead students to think critically about given topics and understand the process of science (McComas 1998). Students benefit from learning about the methods scientists use to uncover answers to their questions, as opposed to perceiving scientific understanding as being simply passed on or handed down. For instance, consider the question, Why do most experts now agree with the hypothesis that birds originated from dinosaurs? Ideally a student researching this issue may encounter its historical background, the various aspects of the debate in the past four decades, and how evidence is collected and subsequently used to support or refute hypotheses. Understanding this process is more valuable than learning a single concept that birds originated from dinosaurs. FIGURE 1 Examples of potential biology topics in Finding Nemo. Clownfish mating Anemone symbiosis (Note: a-nemo-ne) Vegetarian sharks Short-term memory loss Pixar Animation Studios 2003, PG What is a typical clownfish family like? What is a symbiosis? Are there vegetarian sharks? Do fish have memory? How common is sexchanging in fish? What are the benefits for the clownfish? For the anemone? Do shark species cooperate with each other? Are fish capable of learning? What are other complex mating systems in fishes? (e.g., Would Bruce have known his father?) How does the clownfish avoid being stung? What is the role of apex predators in marine ecosystems? What would the consequences of Dory s memory be? Can you compare and contrast reproductive strategies employed by other animals? How do mutualisms and symbioses evolve? What is the impact of overfishing in shark and marine populations? How comparable are learning and selfawareness among humans and other species? December 2008 27

Most of the topics students identify have the potential to be much deeper and more general topics than a superficial fact or fiction dichotomy. For example, even very young students can learn from what seem like obvious questions, such as, Do fish really talk as seen in Finding Nemo (Pixar Animation Studios 2003) (Figure 1, p. 27)? No, of course they do not speak, but this spurs additional student questions, such as: Do fish communicate? How do they communicate, what can they convey, and what other animals do they communicate with? How do scientists know these things? Suddenly a rich and valuable lesson about communication in animals can arise. In this way, many movies are quite versatile and can be applied in a wide range of classrooms. FIGURE 2 Examples of potential biology topics in Jurassic Park. Genetic engineering What is a gene? What is genetic engineering? Insects trapped in amber Resurrection of extinct species Geologic timescales Universal Pictures 1993, PG 13 Can it happen? What is extinction? How long ago were dinosaurs living on Earth? How old is most amber? The amber in the Dominican Republic? For which species is this currently possible? What is the relative scope of geologic timescales? FIGURE 3 Examples of potential biology topics in Happy Feet. Why would or would not frog DNA be used to complete the sequence? Can DNA be extracted from an insect in amber? What scientific advances make this possible? What is a geologic perspective of human existence? Singing Do penguins sing? Can they achieve individual recognition by vocal cues? Reproduction Molting feathers Does the father care for the egg? Do penguins change their fur as they grow up? What are the foraging expeditions by one of the partners? What are the differences in the feather types? Penguin movement Do penguins fly? Do penguins slide to move? Warner Brothers 2006, PG What kind of communication occurs among individuals? What is the benefit of this reproductive strategy? Can you discuss the various roles feathers have for birds? What do penguins hunt, and what hunts penguins? What are the ethical concerns about genetic engineering? What are the ethical issues associated with the search for amber? Which species should or could be considered? What is the impact of humans relative to our time on Earth and the timescale of previous extinctions? At what point do we consider communication complex? How do environmental pressures shape animal behavior? What is the adaptive significance of molting? What is the adaptive significance of flightlessness? 28 The Science Teacher

Life in Movies Introducing movies to the class Some topics are most effectively introduced before watching a movie; in other cases, it is more powerful to cover them after viewing. Perhaps the most student-centered approach is to actually base the discussion solely on the topics that students raise both questions and issues identified while watching the movie. For some topics, students may not fully appreciate what is seen in the film without background information. Movies often provide a cursory introduction to the topic and may not always give ample background. In these situations students may benefit from some prior explanation of the topic. For example, in Jurassic Park (Universal Pictures 1993) (Figure 2), there are only a few short scenes discussing genetic-engineering concepts and introducing key elements underpinning the scientific premise of the story. I find that students who have been briefly prepped about some basics of DNA and the function of genes get more out of these scenes than students who have not been exposed to any formal education about DNA. It is worth noting that many science-themed movies originate from books with stronger science components. If time permits, combining reading assignments with films may further enhance the learning experience for students (Raham 2004). In other situations it may be more effective to let students guide the debriefing and engage in discussions based on their reactions to and questions from the movie. In Happy Feet (Warner Brothers 2006) (Figure 3), the eco- logical consequences of overfishing are clearly established. This is a situation that probably does not necessitate prior explanation for most students. However, in each situation, the teacher will need to exercise her or his judgment. Factors to consider are the age and prior knowledge of students, previous material covered in the class, and students exposure to a given topic. In addition, teachers may identify and highlight certain topics that students tend to overlook. In A Bug s Life (Pixar Animation Studios 1998) (Figure 4), for example, the queen ant is depicted with a pet (presumably an aphid). In my class, after viewing the film and discussing the questions identified by students, not one student had questioned this relationship. In reality though, some ants actually do farm aphids in what is generally considered to be a mutualistic association, so a connection between the two does exist. The pet relationship depicted is probably inaccurate, but there remains a potential teaching point in this concept. In particular, teachers may want to make a point of discussing bad science found in any movie. Failure to do so may result in the assumption that what was not explicitly discussed as incorrect must otherwise be correct. To this end, it is prudent to caution students against such assumptions from the beginning of the exercise and to instead encourage them to seek verification of such details. Otherwise far too much time would be spent addressing minutia and scientific errors, watering down the potential impact of the main teaching points. FIGURE 4 Examples of potential biology topics in A Bug s Life. Ant anatomy Cooperation of ants within a colony Ants have six legs, so why are they shown in the film with four? Do ants cooperate with each other? What is the general anatomy of insects? What is the basic social structure of ant colonies? Glowing fungi Do they exist? What is the role of bioluminescence for the fungus? Wing development in ants Pixar Animation Studios 1998, G Do some ants have wings? What is the reproductive system in ants? What is the taxonomy and inter-relatedness of insect groups? (Note: Atta is an actual ant genus.) What is the importance of playing your part in ants society? What is bioluminescence production? Why is this a good strategy for ants? What are the ecological and adaptive implications of basic insect body structure? Can you describe the evolution of social structure and emergent properties in ants? Can you describe the evolution of bioluminescence? How does this compare to other reproductive and social systems? December 2008 29

Rather than jumping straight into the deeper concepts, it is important to recognize the value of moving students along the various depths within a topic. Advanced students, for example, may already know the basic or intermediate concepts, but it is worth reviewing them to more fully exploit the deeper concepts that can be extracted from the movie. Allowing students to generate their own list of questions produces interesting results and serves as a reminder of the refreshing differences in the way students view movies and the biological world. Figures 1 4 (pp. 27 29) display some of the topics described as well as topics and questions identified by students, based on four of the movies I have used successfully in the classroom. I have also provided examples of the various levels at which these concepts can be discussed, ranging from basic to advanced, and included some more general open-ended concepts suitable for advanced students or in-depth reports. FIGURE 5 Other movie suggestions. Bee Movie (DreamWorks 2007, PG): Bee leaves his hive in search of adventure, and sues the human race for its appropriation of honey, raising issues about ecological services performed by insects and healthy ecosystems. The Day After Tomorrow (20th Century Fox 2004, PG 13): Scenes introduce the biological implications of climate change on some animals. Dune (Universal Pictures 1984, PG 13): Features several planets with unique ecosystems, people, and other living things that show adaptations to planetary conditions. Gattaca (Columbia Pictures 1997, PG 13): Explores the ramifications of using genetic techniques to enhance individuals and also addresses the potential limits of the extent to which genes determine some traits (see also Rose 2007). Ice Age (20th Century Fox 2002, PG): Depicts interspecific cooperation, large-scale migration due to changing climates, interactions with humans, and recently extinct species. Jaws (Universal Pictures 1975, PG): Provides an introduction to shark attacks, allowing for discussion of myths surrounding shark attacks and feeding behavior of great white sharks. Over the Hedge (DreamWorks 2006, PG): Suburbia encroaches on wild animals habitat, introducing themes of animal-human interactions and habitat loss. (Editor s note: For additional movie suggestions, visit www. nsta.org/highschool/connections.aspx.) Selecting movies Caution is necessary when selecting movies, both for content and the level of information presented. Some older movies may be considered uncool due to their age or lack of modern special effects, while other older films have notable staying power and may be regarded as classics by students. Likewise some animations are still effective even with older students. I have used Finding Nemo (Pixar Animation Studios 2003) with great success in upper-level university courses and find that students still engage with the topics and characters at that level. It is possible that simpler representations actually help to deliver concepts as opposed to more realistic depictions (Finkelstein et al. 2005). Also, an increasing number of animated features are designed to simultaneously appeal to adult and youth audiences on different levels. Teachers should take care to adhere to local policies governing the use of media in their classrooms. U.S. copyright law generally grants an exemption for display of a legally acquired (i.e., purchased or rented) copy for face-to-face teaching activities in nonprofit educational institutions. However teachers should clear such activities with their institutions, especially with respect to Motion Picture Association of America (MPAA) ratings and conditions calling for parental permission. Some teachers use creative means of censoring or skipping movie scenes with language or content deemed inappropriate for a particular age group, but again, specifics should be cleared with a teacher s institution. As with all media, teachers should watch each film in its entirety prior to showing it to a class to avoid any surprises and evaluate the film s potential as a science-teaching tool. Regardless of a movie s MPAA rating, care should be taken when dealing with movies containing mature, offensive, or potentially controversial topics (see http:// mpaa.org for details on MPAA rating criteria). For mature students such sensitive topics may be acceptable and the interface of biology and relevant social contexts can be a powerful tool to help them recognize the value and importance of biology in the modern world. For example, certain scenes from Outbreak (Universal Pictures 1995), on the surface, present a good opportunity to initiate discussion about what viruses are, how they are transmitted, and how vaccines work. (Note: These scenes could be used while avoiding scenes which earned the movie its MPAA R rating.) On a deeper level, a longer section from Outbreak (Universal Pictures 1995) could be used to raise questions about the rights of society to separate, quarantine, or even eliminate a group of people that represent a health threat to others (or, specifically in this movie, issues about national defense secrets of biological weaponry). For some age groups and educational levels, 30 The Science Teacher

Life in Movies the latter deeper issues may not be appropriate, while the former elements remain valuable teaching tools. (Note: In addition to clearing all movies with a teacher s institution, it is also a good idea to have parents or guardians sign a permission note for any movies, PG 13 or above, that might be considered questionable.) The depth of information that can be extracted from a single topic presented in a movie has potential drawbacks. Covering each of these topics fully could result in an entire semester dedicated to all of the details and deeper concepts from a single movie. Needless to say, the amount of time that any teacher would be able to devote to this teaching technique will be limited. Sometimes students enthusiasm for such investigations can often take more time than planned. Teachers seeking to cover multiple topics from a single movie (or single topics overlapping multiple movies) should carefully plan the timing of introducing topics and movies. Finally, similar consideration applies to the decision of whether to show a film in its entirety or to show selected portions. Particularly for Advanced or Open topics (Figures 1 4, pp. 27 29), the depth and context of a particular topic may only be apparent in light of the whole film. For example, many of the ethical questions about the resurrection of extinct species as depicted in Jurassic Park (Universal Pictures 1993) (Figure 2, p. 28) are scattered throughout the film with both sides of the argument appearing at various points. Specific biological facts, on the other hand, can often be illustrated with short clips. Teachers must balance the depth of interaction they wish to use in a given movie with their overall time budget for addressing other topics. (Editor s note: For more topics and questions that can be used with the movies mentioned in this article, visit www.nsta.org/highschool/connections.aspx. For more on science movies, visit NSTA s online resource, Blick on Flicks (www.nsta.org/publications/blickonflicks.aspx), where Jacob Clark Blickenstaff sorts the good science from the bad and helps make bad science into teachable science for middle and high school students.) Lights, camera, action! It is unrealistic to expect that any one person can possibly see every potential movie, much less be well-versed in all the scientific details of each one. However with careful selection, teachers can introduce a wide variety of useful topics in a format students are eager to explore. In this way a syllabus can be complemented with films that add depth and variety to a course. My goal is to encourage students ability to look at popular media and the world around us with a more critical eye for science. Hopefully they will come to more fully appreciate the biology found in their everyday lives. Figure 5 offers a briefly annotated list with further movie suggestions. This article presents some ideas and guidance for teachers to implement movies in their teaching; however there are countless details and broader concepts that can be identified for each of the movies described. I certainly do not intend for this to represent an exhaustive treatment and would welcome feedback from any educators regarding specific topics or concepts from the movies listed or from other movies teachers have had success with in the biology classroom. Michael L. Berumen (mberumen@whoi.edu) is a postdoctoral scholar in the Biology Department at the Woods Hole Oceanographic Institution in Woods Hole, Massachusetts. Acknowledgments I would like to thank K. Brink and the University of Arkansas Gifted and Talented Summer Institute for their support in the development and realization of this idea for a class. Countless students over the past six years have aided the process with their feedback and interaction in various biology lessons based on movies. W.F. McComas provided the motivation to write this article and invaluable feedback. Comments from A. Ayala, M. Donham, and anonymous reviewers greatly improved the article. References Bixler, A. 2007. Teaching evolution with the aid of science fiction. The American Biology Teacher 69(6): 337 340. Czerneda, J. 2006. Science fiction and science literacy. The Science Teacher 73(2): 38 42. Dubeck, L.W., S.E. Moshier, and J.E. Boss. 1988. Science in cinema. New York: Teachers College Press. Finkelstein, N.D., W.K. Adams, C.J. Keller, P.B. Kohl, K.K. Perkins, N.S. Podolfsky, S. Reid, and R. LeMaster. 2005. When learning about the real world is better done virtually: A study of substituting computer simulations for laboratory equipment. Physical Review Special Topics Physics Education Research 1 (010103): 1 8. McComas, W.F. 1998. The principal elements of the nature of science: Dispelling the myths. In The Nature of science in science education rationales and strategies, ed. W.F. McComas, 53 70. Dordrecht, Netherlands: Kluwer Academic Publishers. Pixar Animation Studios. 1998. A Bug s Life, directed by John Lasseter and Andrew Stanton. Pixar Animation Studios. 2003. Finding Nemo, directed by Andrew Stanton and Lee Unkrich. Raham, G. 2004. Teaching science fact with science fiction. Portsmouth, NH: Teachers Idea Press. Rose, C.S. 2003. How to teach biology using the movie science of cloning people, resurrecting the dead, and combining flies and humans. Public Understanding of Science 12(3): 289 296. Rose, C.S. 2007. Biology in the movies: Using the double-edged sword of popular culture to enhance public understanding of science. Evolutionary Biology 34: 49 54. Universal Pictures. 1993. Jurrasic Park, directed by Steven Spielberg. Universal Pictures. 1995. Outbreak, directed by Wolfgang Peterson. Warner Brothers. 2006. Happy Feet, directed by George Miller, Warren Coleman, and Judy Morris. December 2008 31