What the Research Says about Teaching Science with Stories

Pitfalls to Avoid

Mixing Fact with Fiction

Stories need to make it clear which elements are factual. If a story is poorly designed, it can perpetuate misinformation and inaccuracies about science or scientists​​. (2)

Introducing Misconceptions

Care must be taken to avoid incorporating incorrect or misleading information into stories​​. The inclusion of irrelevant fictional elements can negatively impact the learning outcomes. So, stories need to be efficient, focused on the science and not include irrelevant, distracting information. (2)

Not Integrating Science with the Story

It's essential that educational content is integral to the narrative to ensure comprehension and enhanced learning. Stories where science is tacked on but not integral to the plot can be ineffective or even harmful, as the concepts introduced might not be remembered or understood. Or, students might remember the story but none of the science. (2)

Best Practices for Science Storytelling

1. Entertaining and Engaging: Stories must be interesting, with characters actively pursuing goals and facing obstacles.

2. Full Integration of Science: Scientific principles should be integral to the plot.

3. Incorporating Real Scientists and History: Integrating the true history of scientific developments enhances the educational value.

4. Avoiding Misconceptions: Ensure stories are accurate and avoid misleading information. Especially when it comes to illustrations.

5. Difficult Choices: Presenting difficult choices that hinge on scientific ideas makes the story impactful.

6. Starting with Experience: Begin with the story or experience rather than with terms or definitions.

Types of Effective Stories

• History of science Showing how a certain principle was discovered or developed. (1)(2)

• Personification stories Personifying some concept. (7)

• Fictional / Fantasy A story in which the characters discuss or use science. Like Andy Weir’s The Martian, Norton Juster’s The Phantom Tollbooth, or The Math Inspectors.

• Personal stories or anecdotes Teachers telling their own personal stories or experiences can be very memorable.

Diegetic vs Non-Diegetic Stories

I’m borrowing a term from movies here for a concept I’ve created. In movies, music can be diegetic or non-diegetic. Diegetic music is in-scene. The characters can hear it. Non-diegetic is like the movie soundtrack. We can hear it but the characters can’t.

I break science stories up into two types like that, too. Diegetic stories are those in which the math or science is part of the story. Maybe you’re calculating the depth of a cavern so you’ll have enough rope to climb down into it.

Non-diegetic stories have practice problems interspersed with the story, maybe related to the content, but not necessarily integrated with the plot.

I’ve found both to have benefits to motivation and engagement.

I suspect that diegetic stories have a better effect on understanding, but this is only a theory at this point.

In Summary

A well-crafted story with math or science seamlessly woven into the narrative can enhance students’ understanding and make the content meaningful, memorable, and engaging. As long as we’re careful to avoid introducing misconceptions or shoe-horning science into a story where it doesn’t fit, stories can give students meaningful context and lead to a more integrated understanding, especially for those who are intimidated by math or science.