caa a22 4500 463205758 CHVBK 20180405153125.0 cr unu---uuuuu 170326e20070301xx s 000 0 eng 10.1007/s11191-006-9024-z doi (NATIONALLICENCE)springer-10.1007/s11191-006-9024-z Building a Foundation for the Use of Historical Narratives [Elektronische Daten] [Don Metz, Stephen Klassen, Barbara McMillan, Michael Clough, Joanne Olson] Abstract.: Many educators today advocate the use of historical narratives as one of a number of possible contexts for teaching science. However, several pedagogical and epistemological issues arise when implementing narratives in the classroom. In this paper, we are interested in expanding our view of narrative, specific to integrating the history of science and science teaching, and we extend our argument beyond simple anecdotal references to recognise the benefits of the historical narrative in a variety of ways. At the same time, we address pedagogical concerns by broadening perceptions of the manner and contexts in which narratives can be developed so as to include imaginative and manipulative elements that provide interactive experiences for students that are more conducive to implementation by science teachers. Several practical examples are presented as illustrations of historical narratives with imaginative and manipulative elements that by design facilitate a more meaningful implementation in the science classroom. Springer Science+Business Media, Inc., 2006 narratives nationallicence history of science nationallicence science education nationallicence story nationallicence Metz Don Faculty of Education, University of Winnipeg, 515 Portage Ave., R3B 2E9, Winnipeg, Manitoba, Canada aut Klassen Stephen Physics Department, University of Winnipeg, 515 Portage Ave., R3B 2E9, Winnipeg, MB, Canada aut McMillan Barbara Faculty of Education, University of Manitoba, R3T 2N2, Winnipeg, MB, Canada aut Clough Michael Department of Curriculum and Learning, Iowa State University, 50011, Ames, IA, USA aut Olson Joanne Department of Curriculum and Learning, Iowa State University, 50011, Ames, IA, USA aut Science & Education Kluwer Academic Publishers 16/3-5(2007-03-01), 313-334 0926-7220 16:3-5<313 2007 16 11191 https://doi.org/10.1007/s11191-006-9024-z text/html Onlinezugriff via DOI 1 research-article jats NATIONALLICENCE 856 40 https://doi.org/10.1007/s11191-006-9024-z text/html Onlinezugriff via DOI NATIONALLICENCE 700 1- Metz Don Faculty of Education, University of Winnipeg, 515 Portage Ave., R3B 2E9, Winnipeg, Manitoba, Canada aut NATIONALLICENCE 700 1- Klassen Stephen Physics Department, University of Winnipeg, 515 Portage Ave., R3B 2E9, Winnipeg, MB, Canada aut NATIONALLICENCE 700 1- McMillan Barbara Faculty of Education, University of Manitoba, R3T 2N2, Winnipeg, MB, Canada aut NATIONALLICENCE 700 1- Clough Michael Department of Curriculum and Learning, Iowa State University, 50011, Ames, IA, USA aut NATIONALLICENCE 700 1- Olson Joanne Department of Curriculum and Learning, Iowa State University, 50011, Ames, IA, USA aut NATIONALLICENCE 773 0- Science & Education Kluwer Academic Publishers 16/3-5(2007-03-01), 313-334 0926-7220 16:3-5<313 2007 16 11191 Metadata rights reserved Springer special CC-BY-NC licence nationallicence BK010053 XK010053 XK010000 NATIONALLICENCE NATIONALLICENCE NL-springer