Designing Epistemologically Correct Science Narratives

Sachin Datt*, Ravi Poovaiah**
* Ph.D Student, Industrial Design Centre, Indian Institute of Technology, Bombay, India.
** Prof. Industrial Design Centre, Indian Institute of Technology, Bombay, India.
Periodicity:March - May'2012


In recent years use of narratives for teaching science at secondary school level has gained impetus. This paper deals with the problem of designing narratives for teaching scientific concept. The central issue of the problem of designing narratives for carrying scientific information is that science belongs to the domain of objective observation of facts and general principles while narratives belong to the world of humans and their aspirations which are subjective in nature. If a narrative of science is built purely on intuitive bases, without any structural foundation, the epistemic correctness of the narrative may be doubted. This paper presents what is known as the Epistemic Narrative Structure (ENS) which synthesis principles of Narrative structure with general structure of a scientific discovery event. It is proposed that if a narrative about teaching science is built on the epistemic narrative structure, then the problem of synthesizing subjective human context and objective nature of scientific reasoning can be resolved leading to design of epistemologically correct science narratives. In this paper, the Epistemic Narrative Structure is explained and how it can be used to design a science narrative with an example of writing a narrative on 'how electric battery came into being.The narrative structure is replicable and can be used by teachers to design their own epistemologically correct science narratives.


Narratives, Science Education, Knowledge, Epistemology

How to Cite this Article?

Datt ,S. and Poovaiah,R.(2012). Designing Epistemologically Correct Science Narratives.i-manager’s Journal on School Education Technology, 7(4), 16-26.


[1]. Allchin, D. (2000). How Not to Teach Historical Case Studies in Science. Journal of College Science Teaching 30:33-37.
[2]. Allchin, D. (2000). To Err is Science. Washington DC: AAAS,
[3]. Carnap, R. (1995). An Introduction to the Philosophy of Science. New York: Dover Publications, inc.
[4]. Deanna Kuhn, E. A. (1988). The Development of Scientific Thinking Skills. San Diego: Academic press Inc.
[5]. Dewey, J. (1910). How we think. Boston: D.C. Heath & Co. Publishers.
[6]. Dewey, J. (1955). Logic: The Theory of Inquiry. London: George Allen & Unwin Ltd.
[7]. Feyerabend, P. (1975). Outline of an anarchistic theory of knowledge. Retrieved from Marxists : s/ge/feyerabe.htm
[8]. Ivic, I. (1994). Lev S. Vygotsky. UNESCO: International Bureau of Education(vol. XXIV, no. 3/4), 471-485.
[9]. Kuhn, T. S. (1962). The structure of Scientific Revolutions. Chicago: University of Chicago Press.
[10]. Kuhn, T. S. (1977). The Essential Tension: Selected Studies in Scientific Tradition and Change. Chicago: The University of Chicago.
[11]. Leonard, D. C. (2002). Learning Theories, A to Z . westport: Greenwood publishing group.
[12]. Lucy Avraamidou, J. O. (2008). Science as Narrative: The story of the discovery of pencillin. Retrieved from The Panteneto Forum:, , July.
[13]. Pancaldi, G. (1990). Electricity and Life. Volta's Path to the Battery. Historical Studies in the Physical and Biological Sciences, Vol. 21, No. 1 (1990), pp. 123-160
[14]. Russell, B. (1973). The Problems of Philosophy. Oxford: Oxford University Press.
[15]. S.E.Smith. (2011, October 26). What is a Theory. Retrieved June 2011, from Wisegeek :
[16]. Schank, R. (1990). Tell Me a Story. New York: Northwestern University Press.
[17]. Sosa, E. (1991). Knowledge in Perspective. Cambridge: Cambridge University Press.
[18]. Stinner, A. (1995). Contextual Setting, Verbal Argumentations, and science stories: Towards a more Humanistic Science. Science Education, 555-581.
[19]. Watts, I. (1833). The Improvement of The Mind. Boston: Jenk, Palmer & Co.
[20]. Worth, S. E. (2008, Fall). Storytelling and Narrative Knowing: An Examination of the Epistemic Benefits of Well- Told Stories. The Journal of Aesthetic Education, 42-56.

Purchase Instant Access

Single Article

North Americas,UK,
Middle East,Europe
India Rest of world
Pdf 35 35 200 20
Online 35 35 200 15
Pdf & Online 35 35 400 25

If you have access to this article please login to view the article or kindly login to purchase the article
Options for accessing this content:
  • If you would like institutional access to this content, please recommend the title to your librarian.
    Library Recommendation Form
  • If you already have i-manager's user account: Login above and proceed to purchase the article.
  • New Users: Please register, then proceed to purchase the article.