Abstract

This chapter focuses on the ideas of narrative thinking and storytelling in school science education. In distinguishing between narrative and paradigmatic (or logico-mathematical) thinking, the chapter discusses the complementary role of these two kinds of thinking, the relationship between stories and scientific theories, and the role of story as a conceptual tool that can provide coherence, continuity, and meaning to its content, in addition to its potential to encourage students’ emotional engagement with such content. A discussion of the characteristic features of a story and the difference between narrative and expository text makes it quite clear that making (or ‘crafting’) a story, especially an attractive and an instructive one, requires more than a sequence of (historical or fictional) events. The specific functions/purposes of a science story as well as the role of storytelling in science teacher education are also discussed.

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