Research and general observation shows that school science lacks the vitality of investigation, discovery, and creative invention that often accompanies science-in-the-making. Therefore, the relationship between science and science education needs to be altered and improved. The need for modification is further reinforced by the research findings of the ineffectiveness of the conceptual approach, which emphasizes the purely cognitive dimension of knowledge acquisition and ignores the imagination.
To improve school science education fundamentally, we propose that the traditional academic approach be subordinated to a humanistic rendering of the science discipline, including HOS, as a means to engage the learners meaningfully. Through a humanistic teaching approach, students come to appreciate science as a value-laden activity, where objectivity, curiosity, pursuit of truth, intellectual honesty, humility, and commitment to human welfare are central. As a cognitive tool, stories are embedded in culture and can, therefore, serve as a mediator between the child’s imagination and scientific endeavours. Since they facilitate understanding, cause engagement, produce motivation, and even help us to understand ourselves, the appropriate use of story in science teaching can, indeed, become a heuristic, self-sustaining, and attractive teaching device.