Abstract
History — when framed from a historical perspective as science-in-the-making — can provide occasions for inquiry into and learning about the Nature of Science. This paper describes how several features in episodic historical narratives help structure such inquiry: (1) cultural and biographical motivational contexts; (2) questions that problematize the Nature of Science and promote Nature of Science inquiry; (3) historical perspectives exhibiting science-inthe-making; (4) a narrative format; (5) an episodic structure; (6) coupled closure of both inquiry and narrative; and (7) final reflection and consolidation of Nature of Science lessons.
References
ABD-EL-KHALICK, F.; LEDERMAN, N. The influence of history of Science courses on students’ views of nature of science. Journal of Research in Science
Teaching. v. 37, p. 1057-1095, 2000. ALLCHIN, D. The Minnesota case study collection: new historical inquiry cases for nature of Science education. Science & Education. v. 21, p. 1263-82, 2012[a].
______. Teaching the Nature of Science through scientific error. Science & Education. v. 96, p. 904-26, 2012[b].
______. Teaching the Nature of Science: perspectives and resources. St. Paul, MN: SHiPS Education Press, 2013.
BELL, R. Teaching the Nature of Science through process skills: activities for grades 3 – 8. Boston: Allyn & Bacon, 2007.
BOARD ON SCIENCE EDUCATION, U. S. National Academies of Sciences. A framework for K- 12 Science education. Washington, DC: National Academies Press, 2012. Available at: <http://www.nap.edu/catalog.php?record_id=13165>.
BRUNER, J. S. The narrative construction of reality. Critical Inquiry. v. 18, p. 1-21, 1991.
BURKE, J. Connections. Boston, MA: Little Brown & Co., 1978.
CARR, D. Narrative explanation and its malcontents. History and Theory. v. 47, n. 1, p. 19-30, 2008.
CLOUGH, M. F. Learners’ responses to the demands of conceptual change: considerations for effective Nature of Science instruction. Science & Education. v. 15, n. 5, p. 463-94, 2006.
CLOUGH, M. P. (ed.). The story behind the science: bringing science and scientists to life [website]. Ames, IA: Iowa State University School of Education, 2009. Available at: <http://storybehindthescience.org/biology.html>.
______. The story behind the science: bringing science and scientists to life in post-secondary science education. Science & Education. v. 7, p. 701-17, 2011.
CONANT, J. B. On understanding science: an historical approach. New Haven, CT: Yale University Press, 1947.
CONANT, J. B.; NASH, L. K. Harvard case histories in experimental science. Cambridge, MA: Harvard University Press, 1957.
CRAVEN, J. A. Assessing explicit and tacit conceptions of the nature of science among preservice elementary teachers. International Journal of Science & Education. v. 24, p. 785-802, 2002.
CREAGER, A. N. H.; LUNBECK, E.; WISE, M. N. (eds.). Science without laws: model systems, cases, exemplary narratives. Durham, NC: Duke University Press, 2007.
DENG, F. et al. Students’ views of the nature of science: A critical review of research. Science & Education. v. 95, p. 961-99, 2011.
DOLPHIN, G. Evolution of the theory of the earth: A contextualized approach for teaching the history of the theory of plate tectonics to ninth grade students. Science & Education. v. 18, p. 425-41, 2009.
DRIVER, R.; OLDHAM, V. A constructivist approach to curriculum development. Science & Education. v. 13, p. 105-22, 1985.
ELEANOR, A.; WANDERSEE, J. H. How to infuse actual scientific research practices into Science classroom instruction. International Journal of Science & Education. v. 17, p. 683-94, 1995.
ERTEN, S.; KIRAY, S. A.; SEN-GÜMÜS, B. Influence of scientific stories on students ideas about science and scientists. International Journal of Education in Mathematics. Science and Technology. v. 1, n. 2, p. 122-37, 2013.
FARBER, P. Teaching evolution and the nature of science. The American Biology Teacher. v. 65, p. 347-54, 2003.
FLOWER, M. Conceiving Science education as a practice of technoscientific practice. In: FINLEY, F. et al. (eds.). Proceedings of the Third International History, Philosophy, and Science Teaching Conference. Minneapolis, MN: University of Minnesota Office of Continuing Education, 1995. p. 389-409.
GREEN, M. E. Storytelling in teaching. Observer. v. 17, n. 4, 2004.
GROS, P. P. Carleton Gadjusek & kuru. Minneapolis, MN: SHiPS Resource Center, 2011. Available at: <http://www1.umn.tc.edu/ships/modules/biol/gajdusek.htm>.
HADZIGEORGIOU, Y.; KLASSEN, S.; FROESE-KLASSEN, C. Encouraging a “romantic understanding” of science: The effect of the Nikola Tesla story. Science & Education. v. 21, n. 8, p. 1111-38, 2012.
HAGEN, J.; ALLCHIN, D.; SINGER, F. Doing Biology. Glenview, IL: Harper-Collins, 1996. Available at: <http://doingbiology.net>.
HEILBRON, J. L. History in science education, with cautionary tales about the agreement of measurement and theory. Science & Education. v. 11, p. 321-31, 2002.
HENKE, A., HÖTTECKE, D. Learning about the nature of science: comparing inquiry-based with history-based science teaching − an experimental study [poster presentation]. Presented at the 2013 International History, Philosophy & Science Teaching Group, Pittsburgh, PA, 2013.
HENKE, A., HÖTTECKE, D. Physics teachers’ perceived demands regarding history and philosophy in teaching. Science & Education. v. 24, p. 349-85, 2015.
HERREID, C. F. The interrupted case method. Journal of College Science Teaching. v. 35, n. 2, p. 4-5, 2005.
______. Start with a story: the case study method for teaching college science. Arlington, VA: NSTA Press, 2007.
HERREID, C. F. et al. In case you are interested: A survey of case study teachers. Journal of College Science Teaching. v. 40, n. 4, p. 76-80, 2011.
______. My favorite case and what makes it so. Journal of College Science Teaching. v. 42, p. 70-75, 2012.
HIPST [History and Philosophy in Science Teaching Consortium]. Theoretical basis of the HIPST Project, 2018. Available at: <http://hipst.eled.auth.gr/hipst_htm/theory_complete.htm>.
HONG, H. Y.; LIN-SIEGLER, X. How learning about scientists’ struggles influences students’ interest and learning in Physics. Journal of Educational Psychology. v. 104, p. 469-84, 2012.
HÖTTECKE, D., SILVA, C. C. Why implementing history and philosophy in school Science education is a challenge: An analysis of obstacles. Science & Education. v. 20, p. 293-316, 2011.
HOWE, E. M. Addressing nature-of-science core tenets with the history of science: An example with sicklecell anemia. The American Biology Teacher. v. 69, p. 467-72, 2007.
______. Teaching with the history of science: understanding sickle-cell anemia and the nature of science, 2010. Available at: <http://www1.assumption.edu/users/emhowe/Sickle Case/start.htm>.
HOWE, E. M.; RUDGE, D. W. Recapitulating the history of sickle-cell anemia research: improving students’ NOS views explicitly and reflectively. Science & Education. v. 14, p. 423-41, 2005.
HSU, J. The secrets of storytelling: why we love a good yarn. Scientific American, 2008. Available at: <http://pragmasynesi.wordpress.com/2008/09/24/the-secrets-of-orytelling-why-we-love-a-goodyarn/>.
KHISHFE, R. Nature of science and decision-making. International Journal of Science Education. v. 34, n. 1, p. 67-100, 2012.
KLASSEN, S. The construction and analysis of a science story: a proposed methodology. Science & Education. v. 18, p. 401-423, 2009.
KLASSEN, S.; FROESE-KLASSEN, C. Raising interest in interest: a critical component in learning Science through stories and informal learning environments.
In: HEERING. P.; KLASSEN, S.; METZ, D. (eds.). Flensburg studies on the history and philosophy of science in Science education. v. 2. Flensburg: Flensburg University Press, 2013.
______. Science teaching with historically based stories: theoretical and practical perspectives. In:
MATTHEWS, M. R. (ed.). International handbook of research in history and philosophy Science and Mathematics education. Dordrecht: Springer, 2014. p. 1503-1529.
KLOPFER, L. E. History of science cases [9 vols.]. Chicago, IL: Science Research Associates, 1964.
______. The teaching of Science and the history of science. Journal of Research in Science Teaching. v. 6, p. 87-95, 1969.
KOHN, A. Fortune or failure: missed opportunities and chance discoveries. Oxford: Basil Blackwell, 1969.
KUBLI, F. Can the theory of narratives help science teachers be better storytellers? Science & Education; 2001, 10:595–99.
KUHN, TS. Second thoughts on paradigms. In: The essential tension. Chicago: University of Chicago Press, 1977. p. 293-319.
KURDZIEL, J. P.; LIBARKIN, J. C. Research methodologies in Science education: students’ ideas about the nature of science. Journal of Geoscience Education. v. 50, n. 3, p. 322-29, 2002.
LATOUR, B. Science in action. Cambridge, MA: Harvard University Press, 1987.
LEAF, J. Charles Keeling & measuring atmospheric carbon dioxide. Minneapolis, MN: SHiPS Resource Center, 2012. Available at: <http://ships.umn.edu/modules/earth/keeling.htm>.
LIVIO, M. Brilliant blunders: from Darwin to Einstein. New York, NY: Simon & Schuster, 2013.
MCMILLAN, B. The snowflake men. In: P. Heering, M. Markert, & H. Weber (Eds.), Experimentelle Wissenschaftsgeschichte didaktisch nutzbar machen: Ideen, Überlegungen und Fallstudien, p. 45-65. Flensburg: Flensburg University Press; 2012.
METZ, D. et al. Building a foundation for the use of historical narratives. Science & Education. v. 16, p. 313-34, 2007.
MIX, M. C., FARBER, P., KING, K. I. Biology: the network of life. 2.ed. Glenview, IL: HarperCollins, 1996.
MONK, M.; OSBORNE, J. Placing the history and philosophy of science on the curriculum: a model for the development of pedagogy. Science & Education. v. 81, p. 405-24, 1997. Norris, S. P. et al A theoretical framework for narrative explanation in science. Science & Education. v. 89, n. 4, p. 535-63, 2005.
PETERS, E. E.; KITSANTAS, A. Self-regulation of studen epistemic thinking in science: The role of metacognitive prompts. Educational Psychologist. v. 30, n. 1, p. 27-52, 2010.
REID-SMITH, J. A. Historical short stories as Nature of Science instruction in secondary science classrooms: Science teachers’ implementation and students’ reactions. Graduate Theses and Dissertations. Paper 13633. Ames, IA: Iowa State University, 2013.
RICHARDS, R. J. The structure of narrative explanation in history and biology. In: NITECKI, M. H.; NITECKI, D. V. (eds.). History and Evolution. Binghamton, NY: State University of New York Press, 1992. p. 19-54.
ROACH, L. E.; WANDERSEE, J. H. Short story science: using historical vignettes as a teaching tool. The Science Teacher. v. 60, n. 6, p. 18-21, 1993.
______. Putting people back into science: Using historical vignettes. School Science and Mathematics v. 95, p. 365-70, 1995.
ROBERTS, R. Serendipity: accidental discoveries in science. New York: Wiley, 1989.
RUDGE, D. W.; HOWE, E. M. An explicit and reflective approach to the use of history to promote understanding of the nature of science. Science & Education. v. 18, p. 561-80, 2009.
RUSSELL, T. L. What history of science, how much, and why? Science & Education. v. 65, p. 51-64, 1981.
SCHARMANN, L. C. et al. Explicit reflective Nature of Science instruction: evolution, intelligent design, and umbrellaology. Journal of Science Teacher Education. v. 16, p. 27-41, 2005.
SEKER, H.; WELSH, L. The differentiation of contexts provided by history of science. In: METZ, D. (ed.). Proceedings of the 7th International History, Philosophy of Science and Science Teaching Conference (CD-ROM). Winnipeg: University of Winnipeg; 2003.
______. The comparison of explicit and implicit ways of using history of science for students understanding of the nature of science. Paper presented at Eighth International History, Philosophy, Sociology & Science Teaching Conference, Leeds, England, 2005.
STINNER, A. Contextual settings, science stories, and large context problems: toward a more humanistic science education. Science & Education. v. 79, n. 5, p. 555-81, 1995.
STINNER, A. et al. The renewal of case studies in Science education. Science & Education. v. 12, n. 7, p. 617-43, 2003.
SWANSON, R. P. Science education recapitulates science history: how can history guide modern science curriculum? In: FINLEY, F. et al. (eds.). Proceedings of the Third International History, Philosophy, and Science Teaching Conference. Minneapolis: University of Minnesota Office of Continuing Education, 1995. p. 1192-94.
VELLEMAN, J. D. Narrative explanation. The Philosophical Review. v. 112, p. 1-25, 2003.
WANDERSEE, J. H. On the value and use of the history of science in teaching today’s Science: Constructing historical vignettes. In: HERGET, D. E. (ed.). More history and philosophy of science in Science teaching. Tallahassee, FL: Florida State University, 1990. p. 278-283.
WHITE, H. The content of the form: narrative discourse and historical representation. Baltimore, MD: Johns Hopkins University Press, 1987.
YACOUBIAN, H. A.; BOUJAOUDE, S. The effect of reflective discussions following inquiry-based laboratory activities on students’ views of nature of science.
Journal of Research in Science Teaching. v. 47, n. 10, p. 1229-52, 2010.
Teaching. v. 37, p. 1057-1095, 2000. ALLCHIN, D. The Minnesota case study collection: new historical inquiry cases for nature of Science education. Science & Education. v. 21, p. 1263-82, 2012[a].
______. Teaching the Nature of Science through scientific error. Science & Education. v. 96, p. 904-26, 2012[b].
______. Teaching the Nature of Science: perspectives and resources. St. Paul, MN: SHiPS Education Press, 2013.
BELL, R. Teaching the Nature of Science through process skills: activities for grades 3 – 8. Boston: Allyn & Bacon, 2007.
BOARD ON SCIENCE EDUCATION, U. S. National Academies of Sciences. A framework for K- 12 Science education. Washington, DC: National Academies Press, 2012. Available at: <http://www.nap.edu/catalog.php?record_id=13165>.
BRUNER, J. S. The narrative construction of reality. Critical Inquiry. v. 18, p. 1-21, 1991.
BURKE, J. Connections. Boston, MA: Little Brown & Co., 1978.
CARR, D. Narrative explanation and its malcontents. History and Theory. v. 47, n. 1, p. 19-30, 2008.
CLOUGH, M. F. Learners’ responses to the demands of conceptual change: considerations for effective Nature of Science instruction. Science & Education. v. 15, n. 5, p. 463-94, 2006.
CLOUGH, M. P. (ed.). The story behind the science: bringing science and scientists to life [website]. Ames, IA: Iowa State University School of Education, 2009. Available at: <http://storybehindthescience.org/biology.html>.
______. The story behind the science: bringing science and scientists to life in post-secondary science education. Science & Education. v. 7, p. 701-17, 2011.
CONANT, J. B. On understanding science: an historical approach. New Haven, CT: Yale University Press, 1947.
CONANT, J. B.; NASH, L. K. Harvard case histories in experimental science. Cambridge, MA: Harvard University Press, 1957.
CRAVEN, J. A. Assessing explicit and tacit conceptions of the nature of science among preservice elementary teachers. International Journal of Science & Education. v. 24, p. 785-802, 2002.
CREAGER, A. N. H.; LUNBECK, E.; WISE, M. N. (eds.). Science without laws: model systems, cases, exemplary narratives. Durham, NC: Duke University Press, 2007.
DENG, F. et al. Students’ views of the nature of science: A critical review of research. Science & Education. v. 95, p. 961-99, 2011.
DOLPHIN, G. Evolution of the theory of the earth: A contextualized approach for teaching the history of the theory of plate tectonics to ninth grade students. Science & Education. v. 18, p. 425-41, 2009.
DRIVER, R.; OLDHAM, V. A constructivist approach to curriculum development. Science & Education. v. 13, p. 105-22, 1985.
ELEANOR, A.; WANDERSEE, J. H. How to infuse actual scientific research practices into Science classroom instruction. International Journal of Science & Education. v. 17, p. 683-94, 1995.
ERTEN, S.; KIRAY, S. A.; SEN-GÜMÜS, B. Influence of scientific stories on students ideas about science and scientists. International Journal of Education in Mathematics. Science and Technology. v. 1, n. 2, p. 122-37, 2013.
FARBER, P. Teaching evolution and the nature of science. The American Biology Teacher. v. 65, p. 347-54, 2003.
FLOWER, M. Conceiving Science education as a practice of technoscientific practice. In: FINLEY, F. et al. (eds.). Proceedings of the Third International History, Philosophy, and Science Teaching Conference. Minneapolis, MN: University of Minnesota Office of Continuing Education, 1995. p. 389-409.
GREEN, M. E. Storytelling in teaching. Observer. v. 17, n. 4, 2004.
GROS, P. P. Carleton Gadjusek & kuru. Minneapolis, MN: SHiPS Resource Center, 2011. Available at: <http://www1.umn.tc.edu/ships/modules/biol/gajdusek.htm>.
HADZIGEORGIOU, Y.; KLASSEN, S.; FROESE-KLASSEN, C. Encouraging a “romantic understanding” of science: The effect of the Nikola Tesla story. Science & Education. v. 21, n. 8, p. 1111-38, 2012.
HAGEN, J.; ALLCHIN, D.; SINGER, F. Doing Biology. Glenview, IL: Harper-Collins, 1996. Available at: <http://doingbiology.net>.
HEILBRON, J. L. History in science education, with cautionary tales about the agreement of measurement and theory. Science & Education. v. 11, p. 321-31, 2002.
HENKE, A., HÖTTECKE, D. Learning about the nature of science: comparing inquiry-based with history-based science teaching − an experimental study [poster presentation]. Presented at the 2013 International History, Philosophy & Science Teaching Group, Pittsburgh, PA, 2013.
HENKE, A., HÖTTECKE, D. Physics teachers’ perceived demands regarding history and philosophy in teaching. Science & Education. v. 24, p. 349-85, 2015.
HERREID, C. F. The interrupted case method. Journal of College Science Teaching. v. 35, n. 2, p. 4-5, 2005.
______. Start with a story: the case study method for teaching college science. Arlington, VA: NSTA Press, 2007.
HERREID, C. F. et al. In case you are interested: A survey of case study teachers. Journal of College Science Teaching. v. 40, n. 4, p. 76-80, 2011.
______. My favorite case and what makes it so. Journal of College Science Teaching. v. 42, p. 70-75, 2012.
HIPST [History and Philosophy in Science Teaching Consortium]. Theoretical basis of the HIPST Project, 2018. Available at: <http://hipst.eled.auth.gr/hipst_htm/theory_complete.htm>.
HONG, H. Y.; LIN-SIEGLER, X. How learning about scientists’ struggles influences students’ interest and learning in Physics. Journal of Educational Psychology. v. 104, p. 469-84, 2012.
HÖTTECKE, D., SILVA, C. C. Why implementing history and philosophy in school Science education is a challenge: An analysis of obstacles. Science & Education. v. 20, p. 293-316, 2011.
HOWE, E. M. Addressing nature-of-science core tenets with the history of science: An example with sicklecell anemia. The American Biology Teacher. v. 69, p. 467-72, 2007.
______. Teaching with the history of science: understanding sickle-cell anemia and the nature of science, 2010. Available at: <http://www1.assumption.edu/users/emhowe/Sickle Case/start.htm>.
HOWE, E. M.; RUDGE, D. W. Recapitulating the history of sickle-cell anemia research: improving students’ NOS views explicitly and reflectively. Science & Education. v. 14, p. 423-41, 2005.
HSU, J. The secrets of storytelling: why we love a good yarn. Scientific American, 2008. Available at: <http://pragmasynesi.wordpress.com/2008/09/24/the-secrets-of-orytelling-why-we-love-a-goodyarn/>.
KHISHFE, R. Nature of science and decision-making. International Journal of Science Education. v. 34, n. 1, p. 67-100, 2012.
KLASSEN, S. The construction and analysis of a science story: a proposed methodology. Science & Education. v. 18, p. 401-423, 2009.
KLASSEN, S.; FROESE-KLASSEN, C. Raising interest in interest: a critical component in learning Science through stories and informal learning environments.
In: HEERING. P.; KLASSEN, S.; METZ, D. (eds.). Flensburg studies on the history and philosophy of science in Science education. v. 2. Flensburg: Flensburg University Press, 2013.
______. Science teaching with historically based stories: theoretical and practical perspectives. In:
MATTHEWS, M. R. (ed.). International handbook of research in history and philosophy Science and Mathematics education. Dordrecht: Springer, 2014. p. 1503-1529.
KLOPFER, L. E. History of science cases [9 vols.]. Chicago, IL: Science Research Associates, 1964.
______. The teaching of Science and the history of science. Journal of Research in Science Teaching. v. 6, p. 87-95, 1969.
KOHN, A. Fortune or failure: missed opportunities and chance discoveries. Oxford: Basil Blackwell, 1969.
KUBLI, F. Can the theory of narratives help science teachers be better storytellers? Science & Education; 2001, 10:595–99.
KUHN, TS. Second thoughts on paradigms. In: The essential tension. Chicago: University of Chicago Press, 1977. p. 293-319.
KURDZIEL, J. P.; LIBARKIN, J. C. Research methodologies in Science education: students’ ideas about the nature of science. Journal of Geoscience Education. v. 50, n. 3, p. 322-29, 2002.
LATOUR, B. Science in action. Cambridge, MA: Harvard University Press, 1987.
LEAF, J. Charles Keeling & measuring atmospheric carbon dioxide. Minneapolis, MN: SHiPS Resource Center, 2012. Available at: <http://ships.umn.edu/modules/earth/keeling.htm>.
LIVIO, M. Brilliant blunders: from Darwin to Einstein. New York, NY: Simon & Schuster, 2013.
MCMILLAN, B. The snowflake men. In: P. Heering, M. Markert, & H. Weber (Eds.), Experimentelle Wissenschaftsgeschichte didaktisch nutzbar machen: Ideen, Überlegungen und Fallstudien, p. 45-65. Flensburg: Flensburg University Press; 2012.
METZ, D. et al. Building a foundation for the use of historical narratives. Science & Education. v. 16, p. 313-34, 2007.
MIX, M. C., FARBER, P., KING, K. I. Biology: the network of life. 2.ed. Glenview, IL: HarperCollins, 1996.
MONK, M.; OSBORNE, J. Placing the history and philosophy of science on the curriculum: a model for the development of pedagogy. Science & Education. v. 81, p. 405-24, 1997. Norris, S. P. et al A theoretical framework for narrative explanation in science. Science & Education. v. 89, n. 4, p. 535-63, 2005.
PETERS, E. E.; KITSANTAS, A. Self-regulation of studen epistemic thinking in science: The role of metacognitive prompts. Educational Psychologist. v. 30, n. 1, p. 27-52, 2010.
REID-SMITH, J. A. Historical short stories as Nature of Science instruction in secondary science classrooms: Science teachers’ implementation and students’ reactions. Graduate Theses and Dissertations. Paper 13633. Ames, IA: Iowa State University, 2013.
RICHARDS, R. J. The structure of narrative explanation in history and biology. In: NITECKI, M. H.; NITECKI, D. V. (eds.). History and Evolution. Binghamton, NY: State University of New York Press, 1992. p. 19-54.
ROACH, L. E.; WANDERSEE, J. H. Short story science: using historical vignettes as a teaching tool. The Science Teacher. v. 60, n. 6, p. 18-21, 1993.
______. Putting people back into science: Using historical vignettes. School Science and Mathematics v. 95, p. 365-70, 1995.
ROBERTS, R. Serendipity: accidental discoveries in science. New York: Wiley, 1989.
RUDGE, D. W.; HOWE, E. M. An explicit and reflective approach to the use of history to promote understanding of the nature of science. Science & Education. v. 18, p. 561-80, 2009.
RUSSELL, T. L. What history of science, how much, and why? Science & Education. v. 65, p. 51-64, 1981.
SCHARMANN, L. C. et al. Explicit reflective Nature of Science instruction: evolution, intelligent design, and umbrellaology. Journal of Science Teacher Education. v. 16, p. 27-41, 2005.
SEKER, H.; WELSH, L. The differentiation of contexts provided by history of science. In: METZ, D. (ed.). Proceedings of the 7th International History, Philosophy of Science and Science Teaching Conference (CD-ROM). Winnipeg: University of Winnipeg; 2003.
______. The comparison of explicit and implicit ways of using history of science for students understanding of the nature of science. Paper presented at Eighth International History, Philosophy, Sociology & Science Teaching Conference, Leeds, England, 2005.
STINNER, A. Contextual settings, science stories, and large context problems: toward a more humanistic science education. Science & Education. v. 79, n. 5, p. 555-81, 1995.
STINNER, A. et al. The renewal of case studies in Science education. Science & Education. v. 12, n. 7, p. 617-43, 2003.
SWANSON, R. P. Science education recapitulates science history: how can history guide modern science curriculum? In: FINLEY, F. et al. (eds.). Proceedings of the Third International History, Philosophy, and Science Teaching Conference. Minneapolis: University of Minnesota Office of Continuing Education, 1995. p. 1192-94.
VELLEMAN, J. D. Narrative explanation. The Philosophical Review. v. 112, p. 1-25, 2003.
WANDERSEE, J. H. On the value and use of the history of science in teaching today’s Science: Constructing historical vignettes. In: HERGET, D. E. (ed.). More history and philosophy of science in Science teaching. Tallahassee, FL: Florida State University, 1990. p. 278-283.
WHITE, H. The content of the form: narrative discourse and historical representation. Baltimore, MD: Johns Hopkins University Press, 1987.
YACOUBIAN, H. A.; BOUJAOUDE, S. The effect of reflective discussions following inquiry-based laboratory activities on students’ views of nature of science.
Journal of Research in Science Teaching. v. 47, n. 10, p. 1229-52, 2010.
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