Londoño Proaño, Cristián
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Londoño Proaño, Cristián
Main Affiliation
Ambato
Email
cristianlondono@uti.edu.ec
ORCID
Scopus Author ID
57226672622

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Why should science fiction be learned in engineering education?

2024 , Londoño Proaño, Cristián , Perez Gavilanes, Veronica Maricela

This study explores the integration of science fiction in education, highlighting its potential as a powerful pedagogical tool in engineering and other scientific disciplines. By employing science fiction narratives and analogical models, complex concepts such as thermodynamics, energy, and entropy are made more accessible and engaging for students. The research demonstrates that science fiction can motivate students, promote active learning, and foster critical thinking. This interdisciplinary approach bridges the gap between theoretical principles and practical application, enriching the educational experience and preparing students to tackle real-world challenges with innovative solutions. The findings suggest that science fiction significantly enhances the educational process, contributing to the development of more competent and creative professionals.

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Publication

Why should science fiction be learned in engineering education?

2024 , Londoño Proaño, Cristián , Perez Gavilanes, Veronica Maricela

This study explores the integration of science fiction in education, highlighting its potential as a powerful pedagogical tool in engineering and other scientific disciplines. By employing science fiction narratives and analogical models, complex concepts such as thermodynamics, energy, and entropy are made more accessible and engaging for students. The research demonstrates that science fiction can motivate students, promote active learning, and foster critical thinking. This interdisciplinary approach bridges the gap between theoretical principles and practical application, enriching the educational experience and preparing students to tackle real-world challenges with innovative solutions. The findings suggest that science fiction significantly enhances the educational process, contributing to the development of more competent and creative professionals.

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Publication

Sci-Fi Digital Narratives in the Classroom: Black Mirror's “Be Right Back” Case

2024 , Londoño Proaño, Cristián

This study examines the use of digital science fiction narratives, specifically the episode 'Be Right Back' of Black Mirror, as a pedagogical tool in the classroom. The aim is to analyze how these narratives can encourage critical and ethical reflection in students on issues of technology and humanity. Through non-participant observation, a content analysis was carried out focused on the ethical and emotional aspects of the episode. The conclusions indicate that this type of narrative facilitates the development of analytical skills and allows connecting contemporary concerns with the students' daily lives.

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