Science Fiction as a Neuroeducational Resource in the Teaching of Modern Physics: A Systematic Review
DOI:
https://doi.org/10.63688/4mb0vt14Keywords:
science fiction, neuroeducation, modern physics, meaningful learning, audiovisual resourcesAbstract
This research analyzes science fiction and audiovisual resources as neuroeducational tools applied to the teaching of modern physics. The study was developed through a systematic review of literature based on the PRISMA method, allowing the identification of research related to neuroeducation, meaningful learning, multimedia resources and scientific teaching. The results show that audiovisual narratives favor motivation, attention and understanding of abstract concepts such as relativity, quantum mechanics and artificial intelligence. Similarly, it was observed that the use of films, series and digital simulations increases student participation and strengthens the capacity for critical analysis in contemporary educational contexts. Likewise, it was identified that emotions and visual stimulation strengthen cognitive processes and facilitate more dynamic and meaningful learning experiences. It is concluded that science fiction constitutes an innovative pedagogical strategy capable of strengthening the teaching of modern physics through more interactive, critical, creative and contextualized educational environments, promoting a more accessible and attractive scientific learning for students.
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