Abstract
This study examines how engagement with science-fiction-based media content, including watching, reading, and creating, affects 7th-grade students' achievement in the “Solar System and Beyond” unit. To conduct the research, a quantitative approach was employed using a quasi-experimental design. The study group consisted of 52 students from two intact classes (n = 26 each) who were exposed to different instructional approaches. During the unit, one group participated in three science fiction-based activities: watching an animated film depicting a future Earth affected by environmental degradation and space habitation, reading a science fiction short story focusing on robot ethics and the laws of robotics, and designing a space vehicle. The data collection tool was the “Solar System and Beyond Achievement Test” developed by the researcher. In addition, activity forms were used to confirm students’ engagement with the implemented activities. The study results showed that while the groups were similar at the outset, a statistically significant difference emerged in favor of the group exposed to science fiction-based activities by the end of the study. The findings indicate that engaging with science fiction media, through watching, reading, and creating, enhances seventh-grade students’ academic achievement. The study recommends incorporating science fiction activities into science courses to support students’ learning and achievement.