This study aims to investigate how four teachers work with fiction in science lessons and the teachers' views on whether fiction promotes the students' language- and knowledge development within the nature-oriented subjects.

The study's two questions are:

·      How do the teachers in the study implement fiction in teaching within the nature-oriented subjects?

·      In what/in what ways do the teachers in the study believe that fiction can influence students' knowledge development in the nature-oriented subjects?

 The study is based on Cummins four field model and the sociocultural perspective with a main focus on the connection between language and learning and the concept scaffolding. The material that has been used in this study has been collected through qualitative teacher interviews as well as qualitative classroom observations of the participating teachers. When analyzing the study's material, thematic analysis constituted the method.

The results of the study show that the participating teachers advocate a varied working method and use several working methods when working with fiction during science lessons, for example reading aloud, silent reading and classroom discussions. The results also show that the teachers believe that fiction in science class can promote students' language and knowledge development, for example by developing the students' subject-specific language in parallel with everyday language and by making natural science phenomena concrete. The results of the study also show that the teachers have experienced difficulties while working with fiction during science lessons, but the possibilities that fiction brings means that the teachers' attitude to working with fiction in science class is positive.