Log in
Science fiction facilitates the exploration of pressing social, technological, cultural, ethical and philosophical issues, and our research engages with topics such as religious identity and what it means to be human, and also identifies and analyses changes in the way science, as a discourse and practice, has been defined and perceived. Our research, both critical and creative, has had impact through providing cultural enrichment to a range of individuals and groups, transferring the insights gained from this research to a wider audience. The dissemination of our research has challenged social assumptions, as well as created and interpreted cultural capital.
As an internationally recognized expert in Gothic and science fiction, Roger Luckhurst has made a significant impact on the interpretation of and creative inspiration provided by these genres. His work has increased interest in popular Gothic fiction, the focus of this case study, by connecting it with knowledge and belief in the modern period, and treating it as a bellwether of significant cultural change. His introductions to new `World Classic' editions of several nineteenth century works have contributed significantly to their worldwide success. He has helped develop public discourse on the history of marginal beliefs and has inspired a number of artists engaging with these ideas.
Over more than two decades research conducted at Leeds has had two interrelated impacts: i) supporting the decision-making process of those responsible for reforming the school science curriculum by providing timely and robust research evidence, for example within the recent DfE National Curriculum Review in England; ii) inspiring follow-on research and development activities funded by professional organisations, whose aim is to inform and influence science education policy and practice.
Twenty First Century Science (OCR Science A) is a research evidence-informed suite of GCSE courses developed by the Science Education Group at York from 2001-6. Following pilot trials and evaluation in 2003-6, it was adopted and continues to be used by over 1200 centres (schools and colleges) in England, thus having significant impact on the day-to-day practice of several thousand teachers and on over 120,000 students annually from 2006 to date. A survey of centres in 2008 (Millar, 2010), after the first post-pilot cohort completed their GCSE courses, indicated increases of between 25 and 38 percent in uptake of the three main sciences at AS-level, over three times the national increase observed that year. The core GCSE Science course is unique internationally in addressing explicitly the widely accepted policy objective of improving `scientific literacy'. As a result, Twenty First Century Science has influenced science curriculum policy discussions and debates in the UK and internationally.
The research undertaken by Jonathan Osborne and colleagues in science education at King's has contributed substantially to contemporary curriculum and assessment policy and practice both in the UK and internationally. This programme of research has directly influenced: the Nuffield/OCR `Twenty First Century Science' curriculum, currently offered by around 1000 schools in England and Wales; the emphasis on `how science works' in the English and Welsh science curriculum; the US Framework for K-12 science education published in 2012 with its new emphasis on scientific practices; and the framework being used as a basis for the OECD Assessment of Science by the Programme for International Student Achievement (PISA) which will be administered in 70 countries in 2015.
Research by Oxford Brookes University identified that teaching for inclusive challenge in primary science lessons, with an emphasis on classroom discussions, practical work and conceptual challenge, increased pupils' enthusiasm for science and also their attainment in the subject. Led by Helen Wilson, David Coates and Jenny Mant, research insights have been used to produce evidence-based professional development for primary school teachers. This has been delivered to thousands of teachers, through training events and programmes, through a dedicated website, and through training led by Local Authority advisors who have chosen to disseminate our materials. The impact on the teachers' practice has been to encourage pupils' higher order thinking in science lessons through an emphasis on questioning, discussion and practical scientific enquiry. The ultimate impact has therefore been on the learning experiences of school pupils.
Rebecca Stott's research into evolutionary theory (2001-7) has informed public knowledge of the history and philosophy of science. Both her fiction and her creative non-fiction make comparatively unfamiliar aspects of early evolutionary theory accessible to the general reader, and have thus enhanced understanding of science as well as scientists' understanding of culture. Stott founded a tradition of exploring science-literature intersections within our department which has been carried forward by our creative writers Katy Price and Laura Dietz.
Professor Adam Roberts is a specialist in the literature and culture of science fiction (SF), and a creative writer: the author of 13 full-length novels, nine novella-length fictions, and dozens of short stories in the SF idiom. His research-led creative practice leads to three kinds of impact: first, in cultural life, Roberts influences and enriches public perceptions of SF, bringing a new critical self-consciousness to the form; secondly, he supports the SF sector by providing it with cultural capital, enhanced by his reconfiguration of its value; thirdly, sales of his works contribute economic capital to the publishing and SF industries.
This case study is based on the impact from the research constituted by the writing of this novel and on the wide discussions of science and genre arising from its reception. The impact consisted of enhancement of cultural life and public critical discussion, especially by:
1) raising questions in narrative about the politics and ethics of scientific research in relation to identity, power, gender and reproduction
2) enriching debate about possible differences and similarities between `literary' and 'science' fiction and how these are valued.
This case study focuses on the impact of the research of one member of the UCL English Department, John Mullan. It describes the impact of his introduction of techniques of narrative analysis to the general reader and to secondary school teachers and students. This has involved making accessible to the general public an informed historical understanding of the development of English fiction, communicating techniques of critical reading that assist the appreciation of both canonical and contemporary novels. This has meant acting as a bridge between contemporary writers and readers, and communicating via print, radio and television the history of the genre. It has also meant delivering the benefits of a specialised critical vocabulary to teachers teaching fiction at secondary school level.