General Bibliography

Reference for the story-telling approach

Allchin, D. (2012). "The Minnesota Case Study Collection: New Historical Inquiry Case Studies for Nature of Science Education." Science & Education 21(9): 1263-1281.

Clough, M. P. (2011). "The Story Behind the Science: Bringing Science and Scientists to Life in Post-Secondary Science Education." Science & Education 20(7-8): 701-717.

Froese Klassen, C. (2013). “Stories” Created for Science Teaching: A Critical Analysis. In P. Heering, S. Klassen, & D.Metz, (Eds.).Flensburg Studies on the History and Philosophy of Science in Science Education, Vol. 2.Flensburg: Flensburg University Press, 323-336.

Hadzigeorgiou, Y., Klassen, S., & Froese Klassen, C. (2012). Encouraging a “Romantic Understanding” of Science: The Effect of the Nikola Tesla Story. Science & Education, 21(8), 1111–1138.

Heering, P. (2010). False friends: What makes a science story inadequate for teaching? Interchange: A Quarterly Review of Education, 41(4), 323–333.

Klassen, S. (2006). A theoretical framework for contextual science teaching. Interchange, 37(1-2), 31–62.

Klassen, S. (2007). The Application of Historical Narrative in Science Learning: The Atlantic Cable Story. Science & Education, 16(3–5), 335–352.

Klassen, S. (2009). The construction and analysis of a science story: A proposed methodology. Science & Education, 18(3-4), 401–423.

Klassen, S. (2010). The relation of story structure to a model of conceptual change in science learning. Science & Education, 19(3), 305–317.

Klassen, S., & Froese Klassen, C. (2013). Raising Interest in Interest: A Critical Component in Learning Science through Stories and Informal Learning Environments. In P. Heering, S. Klassen, & D. Metz, (Eds.). Flensburg Studies on the History and Philosophy of Science in Science Education, Vol. 2. Flensburg: Flensburg University Press (in press).

Klassen, S., & Froese Klassen, C. (2013). Science teaching with historically based stories: Theoretical and practical perspectives. In M. R. Matthews, (Ed.). International Handbook of Research in History and Philosophy for Science and Mathematics Education.Dordrecht: Springer (in press).

Kokkotas, P., Rizaki, A., & Malamitsa, K. (2010). Storytelling as a strategy for understanding concepts of electricity and electromagnetism. Interchange, 41(4), 379–405.

Kubli, F. (2001). Can the theory of narratives help science teachers be better storytellers? Science & Education, 10, 595–599.

Metz, D., Klassen, S., McMillan, B., Clough, M., & Olson, J. (2007). Building a Foundation for the Use of Historical Narratives. Science & Education, 16(3–5), 313–334.

Norris, S. P., Guilbert, S. M., Smith, M. L., Hakimelahi, S., & Phillips, L. M. (2005). A theoretical framework for narrative explanation in science, Science Education, 89(4), 535–554.


References for the history of science (personal selection)

General works and collections that are suitable for developing a historical background are e.g.

Biagioli, M., Ed. (1999). ¬The Science Studies Reader. New York and London, Routledge.

Bowler, P. J., Morus. I.R. (2005). Making Modern Science: A Historical Survey. Chicago, University of Chicago Press.

Brewer, John; Porter, Roy (Eds.) (1993): Consumption and the World of Goods. London & New York, Routledge

Brock, W. H. (1993). The Norton history of chemistry. New York, W.W. Norton.

Clark, W., Golinski, J.; Schaffer, S. (1999). The Sciences in Enlightened Europe. Chicago & London, University of Chicago Press.

Chang, H. (2004). Inventing Temperature: Measurement and Scientific Progress. Oxford, Oxford University Press.

Conant, J. B., (Ed.) (1957). Harvard Case Histories in Experimental Science. Cambridge (Mass.), Harvard University Press.

Daston, L. (2004). Things that talk : object lessons from art and science. New York; Cambridge, Mass., Zone Books ; MIT Press

Daston, L. E. (2000). Biographies of Scientific Objects. Chicago & London, University of Chicago Press.

Galison, P. (1997). Image and logic : a material culture of microphysics. Chicago, University of Chicago Press.

Galison, P. (1987). How experiments end. Chicago and London, Chicago University Press.

Gooding, D., Pinch, T.; Schaffer, S. (Eds.) (1989). The Uses of Experiment. Cambridge, University Press.

Hacking, I. (1983). Representing and Intervening: Introductory topics in the philosophy of natural science. Cambridge (U.K.) u.a., University Press.

Heilbron, J. L. (1979). Electricity in the 17th and 18th Centuries. Berkeley, Los Angeles, London, University of California Press.

Holmes, F. L. and T. H. E. Levere (2000). Instruments and Experimentation in the History of Chemistry. Cambridge (Mass.) & London, MIT Press.

Jungnickel, C. and R. McCormmach (1986). Intellectual Mastery of Nature: Theoretical Physics from Ohm to Einstein. Chicago and London, University of Chicago Press.

Needham, J. W. L. (1954). Science and civilisation in China. Cambridge [Eng.], University Press.

Nye, M. J. (2003). The Cambridge history of science 5,  The modern physical and mathematical sciences. Cambridge, Cambridge University Press.

Partington, J. R. (1961f.). A history of chemistry. London; New York, Macmillan; St. Martin's Press. 4 vols.

Porter, R. (2003). The Cambridge history of science 4, Eighteenth-century science. Cambridge, Cambridge Univ. Press.

shapin, S.; Schaffer, S. (1985). Leviathan and the Air-Pump. Princeton, University Press.


Monographs dealing with the use of the history of science in science education are e.g.

Allchin, D. (2013). Teaching the nature of science : perspectives & resources. Saint Paul, Ships Education Press.

Bevilacqua, F., Giannetto, E. ; Matthews, M. (Eds.) (2001). Science education and culture : the contribution of history and philosophy of science. Dordrecht; Boston, Kluwer Academic Publishers.

Hagen, J. B., Allchin, D., Singer, F. (1996). Doing biology. New York, NY, HarperCollins College Publishers.

Heering, P., Klassen, S.; Metz, D. (Eds.) (2013). Enabling Scientific Understanding through Historical Instruments and Experiments in Formal and Non-Formal Learning Environments. Flensburg, Flensburg University Press.

Heering, P., Osewold, D. (Eds.) (2007). Constructing scientific understanding through contextual teaching. Berlin, Frank & Timme.

Kipnis, N. (1993). Rediscovering Optics. Minneapolis, Bena Press.

Matthews, M. R. (2000). Time for science education : how teaching the history and philosophy of pendulum motion can contribute to science literacy. New York, Kluwer Academic/Plenum Publishers.

Matthews, M. R., Gauld, C., Stinner, A. (Eds.) (2005). The pendulum : scientific, historical, philosophical & educational perspectives. Dordrecht, Springer.

Shortland, M., Warwick, A. E. (1989). Teaching the History of Science. Oxford & New York, Basil Blackwell.


A large number of articles discussing the use of the history of science are to be found in Science & Education.