A theoretical framework for narrative explanation in science

Our investigation was prompted by claims about narrative prose and its expected positive role in science education

Stephen P. Norris; Sandra M. Guilbert; Martha L. Smith; Shahram Hakimelahi; Linda M. Phillips

2005

Scholarcy highlights

  • We examine a number of conceptual and theoretical issues that remain unresolved, and usually unexamined, in all the thinking on the use of narrative explanation in science education
  • Perhaps more so in science than in other fields, it is unlikely that the alleged narrative explanations we find are going to fall into the category of clear-cut cases
  • Our investigation was prompted by claims about narrative prose and its expected positive role in science education
  • Some evidence tends to support the use of narrative in science education, more needs to be considered
  • We have shown that narrative explanations are possible in science, but that they are likely to be found in particular contexts, namely, those involving the explanation of unique and nonrecurring events

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