This is a preview of subscription content, log in via an institution to check access.
References
Allchin, D. (1997). Rekindling phlogiston: From classroom case study to interdisciplinary relationships. Science and Education, 6(5), 473–509.
Allchin, D. (2003). Science myth-conceptions. Science Education, 87, 329–351.
Ansberry, K., & Morgan, E. (2005). Picture-perfect science lessons: Using children’s books to guide inquiry. Arlington, VA: NSTA Press.
Berghoff, B., Egawa, K.A., Harste, J., & Hoonan, B.T. (2000). Beyond reading and writing: Inquiry, curriculum, and multiple ways of knowing. Urbana, IL: National Council of Teachers of English.
Binnie, A. (2001 ). Using the history of electricity and magnetism to enhance teaching. Science and Education, 10(4), 379–389.
Blair, R. (1999). The Scoresby page. Available: http://www.users.on.net/rdblair/scoresby.htm (accessed 2 June 2004).
Briggs, J. (1998). Snowflake Bentley. Boston, MA: Houghton Mifflin.
Bruner, J. (1986). Actual minds, possible worlds. Cambridge, MA: Harvard University Press.
Bruner, J. (1990). Acts of meaning. Cambridge, MA: Harvard University Press.
Collier, C.F. (2002). A snapshot of the centre for inquiry. Primary Voices, 10(3), 2–7.
DuVall, R. (2001). Inquiry in science: From curiosity to understanding. Primary Voices, 10(1), 3–9.
Egan, K. (1986). Teaching as story telling: An alternative approach to teaching and curriculum in the elementary school. Chicago, IL: University of Chicago Press.
Egan, K. (1995). Narrative and learning: A voyage of implications. In H. McEwan & K. Egan (Eds.), Narrative in teaching, learning, and research (pp. 116–124). New York: Teachers College Press.
Engel, S. (1995). The stories children tell: Making sense of the narratives of childhood. New York: Freeman.
Flagg, A., & Ory, T. (2002). Teaching science with favorite picture books: Grades 1-3. Toronto, ON: Scholastic.
Fleischman, J. (2002). Phineas Gage: A gruesome but true story about brain science. Boston, MA: Houghton Mifflin.
Frost, J. (1997). Creativity in primary science. Buckingham, UK: Open University Press.
Galili, I., & Hazan, A. (2001). The effect of a history-based course in optics on students’ views about science. Science and Education, 10(1-2), 7–32.
Gallas, K. (2003). Imagination and literacy: A teacher’s search for the heart of learning. New York: Teachers College Press.
Glandon, S. (2000). Caldecott connections to science. Westport, CT: Libraries Unlimited.
Gorman, M., & Robinson, J.K. (1998). Using history to teach invention and design: The case of the telephone. Science and Education, 7(2), 173–201.
Gudmundsdottir, S. (1991). Story-maker, story-teller: Narrative structures in curriculum. Journal of Curriculum Studies, 23(3), 207–218.
Hakim, J. (2002). The story of the atom [Electronic version]. American Educator (Spring), 12–25.
Hamer, L. (1999). A folkloristic approach to understanding teachers as storytellers. Qualitative Studies in Education, 12(A), 363–380.
Hellstrand, A., & Ott, A. (1995). The utilization of fiction when teaching the theory of relativity. Physics Education, 30(5), 284–286.
Hodson, D. (1999). Building a case for a sociocultural and inquiry-oriented view of science education. Journal of Science Education and Technology, 8(3), 241–249.
Jones, D. (1991). Forward. In C. Bohren, What light through yonder window breaks? More experiments in atmospheric physics (pp. xi–xii). Toronto: Wiley.
Kipnis, N. (1996). The ‘historical-investigative’ approach to teaching science. Science and Education, 8, 277–292.
Kubli, F. (2001). Can the theory of narratives help teachers to become better storytellers? Science and Education, 10(6), 595–599.
Lave, J. (1988). Cognition in practice: Mind, mathematics, and culture in everyday life. New York: Cambridge University Press.
Manitoba Education and Training. (1999). Kindergarten to Grade 4 science: Manitoba curriculum framework of outcomes. Winnipeg, MB: Author.
Matthews, M. (1994). Science teaching: The role of history and philosophy of science. New York: Routledge.
Matthews, M., Gauld, C., & Stinner, A. (2004). The pendulum: Its place in science, culture and pedagogy. Science and Education, 13(4-5), 261–277.
McConnell, A. (1986). The scientific life of William Scoresby Jnr, with a catalogue of his instruments and apparatus in the Whitby Museum. Annals of Science, 43, 257–286.
Metz, D. (2002). Understanding the nature of science through the historical development of conceptual models. Unpublished doctoral dissertation, University of Manitoba, Winnipeg, MB.
Milne, C. (1998). Philosophically correct science stories? Examining the implications of heroic science stories for school science. Journal of Research in Science Teaching, 35(2), 175–187.
Minnaert, M. (1954). The nature of light and colour in the open air. New York: Dover.
Nelson, K. (1993). The psychological and social origins of autobiographical memory. Psychological Science, 4(1), 7–14.
Nelson, K. (Ed.) (1989). Narratives from the crib. Cambridge, MA: Harvard University Press.
Peterson, R. (1992). Life in a crowded place: Making a learning community. Portsmouth, NH: Heinemann.
Read, S.J., & Miller, L.C. (1995). Stories are fundamental to meaning and memory: For social creatures, could it be otherwise? In R.S. Wyer (Ed.), Knowledge and memory: The real story (pp. 139–152). Hillsdale, NJ: Lawrence Erlbaum Associates.
Rogoff, B. (1990). Apprenticeship in thinking: Cognitive development in social contexts. New York: Oxford University Press.
Ross, W. Gillies. 1985. Arctic whalers, icy seas: Narratives of the Davis Strait whale fishery. Toronto: Irwin.
Royce, C. & Wiley, D. (2005). The common ground: A rationale for integrating science and reading. Science and Children, 12(5), 40–42.
Scoresby, W., Jr. (1969). An account of the Arctic regions with a history and description of the northern whale-fishery: Vol. 1. The Arctic. Newton Abbot, UK: David and Charles Reprints. (Original work published 1820)
Scoresby, W., Jr. (1978). My father. Whitby, North Yorkshire: Caedmon of Whitby Press. (Original work published 1851)
Scoresby, W., Jr. (1980). A voyage to the whale fishery, 1822. Whitby: Caedmon of Whitby Press. (Original work published 1823)
Scoresby, W., Jr. (n.d.). Myself and my first adventure. Scoresby papers in the Whitby Literary and Philosophical Society Library and Archives. WHITM: SC0667.1—Box L.
Scoresby, W., Jr. (1803, March 12). Apprenticeship indenture. Scoresby papers in the Whitby Literary and Philosophical Society. WHITM: SC0849—Box N.
Scoresby-Jackson, R.E. (1861). The life of William Scoresby, M.A., D.D., F.R.S.S.L. and E., Corresponding Member of the Institute of France, etc. London: Nelson.
Shamlin, M. (2001). Inquiry in kindergarten: Learning literacy through science. Primary Voices, 10(1), 10–15.
Sis, P. (2003). The tree of life: A book depicting the life of Charles Darwin—Naturalist, geologist and thinker. Toronto, ON: Groundwood.
Smith, A.G. (1992). What time is it? Toronto, ON: Stoddart.
Stamp, T., & Stamp, C. (1975). William Scoresby: Arctic scientist. Whitby, UK: Caedmon of Whitby Press.
Stinner, A. (1990). Philosophy, thought experiments and large context problems in the secondary school physics course. International Journal of Science Education, 12(3), 244–257.
Stinner, A. (1994). The story of force: From Aristotle to Einstein [Electronic version]. Physics Education, 29(2), 77–85.
Stout, B. (2001). Tools for scientific inquiry in a fifth-grade classroom. Primary Voices, 10(1), 23–27.
Vygotsky, L.S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
Wanner, S. (1994). On with the story: Adolescents learning through narrative. Portsmouth, NH: Boynton/Cook.
Author information
Authors and Affiliations
Rights and permissions
About this article
Cite this article
McMillan, B. Stories of a Nineteenth-Century Arctic Whaler and School Science Education. Can J Sci Math Techn 5, 503–516 (2005). https://doi.org/10.1080/14926150509556678
Published:
Issue Date:
DOI: https://doi.org/10.1080/14926150509556678