TEACHING THE NATURE OF SCIENCE THROUGH STORYTELLING: SOME EMPIRICAL EVIDENCE FROM A GRADE 9 CLASSROOM

Abstract

The instructional question of how to teach ideas about the nature of science effectively has been a challenge, but, according to the literature, explicit teaching appears to be the best way. However, the use of narratives, which incorporate actual events from the history of science, can also help illustrate the human and the larger socio-cultural context in which scientific knowledge was developed. Such context facilitates students’ understanding of science as a human endeavour, which is characterized by successes and failures as well as problems and struggles. It makes them aware of the fact that scientific knowledge is tied to human hopes, expectations, passions, and ambitions. Moreover, the use of narratives can help students understand such ideas as: scientific knowledge, while durable, is tentative and subject to revision, people of both sexes and from many countries have contributed to the development of science, science is a creative activity, science has a socio-cultural dimension, and also that there is not a standard scientific method, as scientists use a variety of approaches to explain the natural world. A recent empirical study provides evidence that such ideas can indeed be understood by 9th graders.