Abstract
Internationally, science curricula make specific demands on students for the achievement of some level of scientific literacy. The details of what this means, and how it is to be achieved, have often been left for the teacher to elaborate. This paper argues thatnarrative, as a valued component of scientific literacy, offers a structure that allows scientific concepts to be (1) more easily integrated into other conceptual understandings, (2) more easily recalled, (3) more easily ordered and structured in the mind, and (4) an important component of the what it means to be a Self. The paper ends with practical suggestions for the use of narratives in the science classroom.
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Specializations: language and science, science for nurses, narrative and science education.
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Strube, P. Narrative in the science curriculum. Research in Science Education 24, 313–321 (1994). https://doi.org/10.1007/BF02356358
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DOI: https://doi.org/10.1007/BF02356358