Abstract
This paper delves into the intersection of science fiction, creativity, and individuals' backgrounds, with a special emphasis on STEM (Science, Technology, Engineering, Mathematics) education. We investigate if individuals with a STEM background show a more pronounced creative impact from watching science fiction compared to their non-STEM counterparts. We conducted an experimental study involving 204 university students from various disciplines, both STEM and non-STEM, randomly assigned to one of two conditions—watching a science fiction TV episode or a non-science fiction episode—followed by a creative task. The solutions proposed by the students were assessed for their level of creativity. Our findings reveal that the students with a STEM background were more creatively impacted by the exposure to science fiction. These insights hold significant implications for educators, policy-makers, and professionals interested in fostering creativity, suggesting the need for tailored approaches based on an individual's background and a potential role for science fiction in stimulating creative thinking.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
