A Science Fiction Book and New Short Story for the Classroom

After a few years of fishing for a publisher for my science fiction novels, I had by first novel, The Arasmith Certainty Principle, accepted for publication by Double Dragon Publishing this fall.  DDP is a small Canadian publisher, mainly of e-books.  As a small publisher, they don’t offer a lot of editorial or marketing support.  However, they have a reputation for nice cover art and honest and professional interaction with most of their authors.  Plus, the Double Dragon name has nice synergy with my work at Minnesota State University Moorhead—our mascot is the Dragon!  Thus, I chose to sign!

With a book now in the queue for publishing (perhaps October 2018) I decided it was time to get an author page a bit more formal-looking than the highly informal website I post for my college students who want to know a bit more about me.  After spending a month developing my website, I’m now conversant with HTML and CSS—until I forget it again.  My new author page can be found at russcolson.com.  Feel free to check it out!

Meanwhile, the latest short story for the earth science classroom, Breaking the Ice by Justin Short, is now live at Issues in Earth Science. Please read it at Fiction for the Classroom, or check out the teacher resources, emphasizing the importance of students learning how to invent their own experiments rather than simply copy the experiments that a curriculum writer has invented for them, at Teacher Resources for Breaking the Ice!

Russ Colson

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Assigning Blame for Public Science Skepticism

I’ve been thinking a lot about public skepticism for science, perhaps a result of the present tense political climate. The depth of public skepticism is reflected in observations ranging from US presidential doubts about climate change to celebrity doubts that the Earth is in fact a sphere (NBA star Kyrie Irving’s claim back in February 2017). I am left to wonder, how can anyone think that the world is flat or that climate isn’t changing? Who’s to blame for such a failure of the public education system?

Teachers of course.

I coauthored an article in the Spring 2017 newsletter of the Minnesota Science Teachers’ Association accepting a type of blame on us teachers. The blame, though, rests not so much with failure to expose students to ‘true’ science as with failure to teach science in a way that compels trust in the results. We tend to teach our students to know and explain the theories rather than to understand the observational and investigative underpinnings of them, a problem that my coauthor and I examine in our recently published book, Learning to Read the Earth and Sky. If we teachers give our students the theories, but don’t engage them in the practices of science that allow them to test those theories, why shouldn’t we expect public skepticism?

If skepticism originates in the divorcement of science theory from observation and reason, then it occurs to me that science fiction writers can take part of the blame as well. Modern science fiction has very little science in it, that is, it contains a lot of ‘magical’ technology, weird jargon, and mystical properties of the universe rather than investigation based on observation and reasoning. Of course, science fiction is fiction after all. What should we expect? But when there is little effort to connect the ‘in theory’ statements in science fiction to observation and reasoning within the story, it leaves the subtle impression that science is just a different form of magic to be accepted on faith. Or not.

Something to think about.

Dr C.

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Putting Science back in Science Fiction

I was talking to my son this past weekend. My son teaches physics at Santa Fe College in Gainesville Florida, and our conversation turned to science education.   It’s such a delight to get to know my son as a professional colleague and to hear him expound on ideas—and expand on ideas—that I have grappled with for a lifetime.

At this point in the term, his class has left behind the ideas of force-acceleration-momentum and forged into less familiar concepts. He told about tutoring a student who was frustrated at not being able to find the right equation for a particular problem in the book. My son explained to him that the goal is not to memorize a basket of equations—or look them up in the book—but rather to understand basic principles from which the equations can be inferred and constructed.

I asked my son if the student believed that.   “Well, yes, I think he believed me, but I’m not sure he understood.”

Learning is a complex endeavor. My son and I agreed that each student has to figure things out on their own—they can’t just memorize the equations or accept the theories and models from the teacher. We agreed that there are many different ways to figure things out, many ways to put the pieces together in your own mind, but all the different ways of constructing understanding share one thing in common; when you finally figure it out, all the confusing mess of equations, laws, and strange observations come together in a coherent whole that makes perfect sense.

Wouldn’t it be nice if we had science portrayed that way in fiction—as a way to make sense of observations, as a way to figure things out—rather than as a basket of cool facts or weird events that happen like magic, defended by the story’s ‘science experts’ who claim that impossible events might happen ‘in theory?’

The problem is, our society, including science fiction readers and writers, appear to have lost interest in explanations and reasoning, limiting science to cool facts, wild technologies, and ‘theories’ that amount to little more than speculation. It’s not surprising that the general public adopts this view of what science—and science education—is all about.

A few years back in one of my earth science classes, I had students engaged in a debate about the age of the Earth. Students were free to use any type of evidence or line of reasoning to argue for either a ‘young’ Earth or an ‘old’ Earth.

One student made a particularly enlightening argument: “The problem with you scientists is that you try to explain things.”

I had no response. Explaining is, indeed, at the core of science. Trying to explain and understand what all the myriad observations of the world are telling us, to explain what they mean, is something I’ve given much of my life to doing. Although the student and I shared a deeply spiritual outlook, it had never occurred to me that some spiritual people might consider explaining things to be a net negative and in conflict with their worldview.

I realized that the ‘explaining things’ part of science sometimes comes into conflict with a part of our psyche that likes magical thinking. It’s no accident that fantasy fiction has gained precedence over science fiction in recent years.

Take Star Wars for example. Most people would view this as more fantasy than science fiction I think. However, when George Lucas tried to introduce a truly scientific element into the story—explaining the origin of the seemingly magical ‘force’—everyone hated it. The Midichlorians are no one’s favorite. Yet, the Midichlorians were an explicit effort to bring the story out of the realm of magic and into the realm of science fiction. The Midichlorians provided an observable and measurable correlation that offered an explanation for the power of the force. Correlation is a key element of science that allows us to make connections between observation and theory.

Given this negative reaction, it’s probably not surprising that there is little effort in science fiction to take observations and, like a mystery story, try to figure out what they mean. There is little effort to include the real process of science—asking questions, making observations, and constructing a mental model of what the observations tell us.

I would like to see more real science in science fiction. I’m not sure what that might look like in my field of earth science. Perhaps using cross-cutting relationships and stratigraphic principles to reconstruct past sequences of events critical to the plot of the story? Perhaps using experiment and reasoning to figure out the meaning of a series of strange events that are actually plausible? Perhaps showing characters engaged in real scientific research that leads unexpectedly into adventure, like the discoveries in the 1977 book Inherit the Stars (which came out the year I graduated from high school and may have set my expectations too high for science explanation in science fiction)?

More real science in science fiction; I don’t know for sure how to do it and still keep readers engaged. But I’d definitely like to see more of it.

Dr. C.

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Reviving my blog: Adventure in Science Fiction

Sorry for not blogging for so long—I’ve been writing a non-fiction book called Learning to Read the Earth and Sky, a book for teachers, or anyone else, who thinks about the nature of science and what teaching science is all about. Writing a book is a serious endeavor, and it takes serious commitment to complete it. For me, ‘serious commitment’ meant not maintaining my blog for two and a half years! Given my day job, which with research and teaching is rather consuming, and my other side projects, like gardening and writing science fiction novels, I didn’t have time to blog.

However, my coauthor and I sent our proofs back to the publisher this past week—it felt like sending my baby off to college—and so I can turn my mind to blogging. I’ve written a cross-over blog that picks up on the thread of adventure in fiction which I introduced in my last blog entry two years ago—”The Mars One Initiative–Is it Real?” Does our declining interest in adventure have an impact on our understanding of how to teach science? Check it out at “The Teachers Corner” — Teaching Science and the Lost Adventure Story.

Dr. C.

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New Earth Science Story with Teacher Resources

Our latest short story for the Earth Science Classroom (with teacher resources) is up at Issues in Earth Science – along with a great essay on the importance of asking questions–not just accepting the theories.

Cassie Morant loves puzzles, but can she put together the planetary geology clues fast enough to save the landing team from execution? Find out in Jigsaw by Douglas Smith.

Our Topic for Debate for Issue 4 is Theory in the Classroom.  Science teacher Patrick Schuette considers the importance of questioning theories in Hypothesis, Theory, and Law.

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Despicable Me–The Geoscience

In the Movie, Despicable Me 2, Gru shrinks the Moon down the the size of an orange causing surfers waves to suddenly collapse.  Let’s comment on the geology of this phenomenon, including considerations of metamorphic reactions with the shrinking Moon, how that might affect the Moon’s mass and density, and how this would affect waves (tides?) on Earth!  This is intended as a discussion area for the college course “Earth Science Essentials for the Science Fiction Writer” but, please, others are strongly encouraged to participate!

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About Writer’s Corner

Writer’s Corner is a place to consider Earth and Space Science topics of particular interest to writers, like what real Earth Science looks like in a story, what’s in the news, how movies and books get it wrong (that’s always fun),or what distinguishes science fiction from fantasy (always a favorite debate).  Feel free to participate in the discussion!

Your friendly Chief Blogger is Russ Colson (Dr. C).  Russ has taught college geology, planetary science and meteorology for over 20 years.  He has been a science fiction fan since his introduction to Andre Norton, Isaac Asimov, and Edgar Rice Burroughs as a teenager, and even dables in writing some of his own stories.  He’s author of over nineteen published science fiction stories and articles including an article in Clarkesworld Magazine that addresses the tragic misuse of Earth Science in science fiction.

Guest Blogger is Mary Colson.  Mary has taught 8th grade Earth Science for over twenty years in Tennessee, Texas, and Minnesota.  Mary reads a lot of non-fiction science for middle schoolers and also plenty of science fiction, mystery, and thrillers.  She was a member of the writing team for the current Next Generation Science Standards.

The artwork at the top of the blog is by artist Steven Stalboerger–a portion of his work “Expedition on Enceladus.”

This blog is hosted on http//earthscienceissues.net, a resource for writers and teachers interested in discussing Earth Science issues.



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