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Narrative Approaches in Science Education: From Conceptual Understanding to Applications in Chemistry and Gamification: Comparison
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Please note this is a comparison between Version 2 by Perry Fu and Version 1 by Gregorio Jimenez Valverde.

Narrative methods are increasingly recognized in science teaching for their potential to deepen conceptual understanding and foster meaningful connections to scientific content. This review explores their educational significance by examining three main formats—historical narratives, realistic fiction, and science fiction or fantasy—highlighting how each can render complex scientific principles more accessible and memorable. Special attention is given to chemistry education, a field where abstract, multilevel concepts often pose significant challenges for students. Furthermore, the review explores the integration of narratives into gamified environments, examining how storytelling functions as both a motivational engine and a cognitive scaffold to support deeper learning in science. Finally, the review proposes directions for future research, underscoring the need for empirically grounded narrative resources that balance imaginative appeal with scientific accuracy across diverse educational settings.

  • narrative-based learning
  • science education
  • chemistry teaching
  • storytelling
  • motivation
  • gamification
  • scientific literacy
  • cognitive load
  • narrative-centered learning environment
In recent years, storytelling and narrative methods have become increasingly prominent in science education, reflecting a growing interest in making scientific knowledge more accessible, engaging, and personally meaningful for students [1]. Although the terms “story” and “narrative” are often used interchangeably, this review adopts a common distinction: a “story” generally refers to the chronological sequence of events, while a “narrative” encompasses how these events are organized, presented, and interpreted for an audience [2,3][2][3].
A robust body of educational research now highlights the pedagogical value of narrative-based instruction across diverse learning environments, from traditional classrooms to those shaped by digital technologies [4,5][4][5]. Research indicates that narrative approaches can deepen conceptual understanding and stimulate critical thinking and creativity, while also capturing attention to enhance knowledge retention and facilitate the transfer of learning across these varied settings [6,7,8][6][7][8].
Science education—and chemistry in particular—poses unique challenges that make narrative integration especially valuable. By their nature, scientific disciplines frequently address phenomena that lie beyond direct human perception and rely on abstract, specialized language, which can create a sense of distance between students and scientific content [9]. Chemistry, specifically, often introduces multi-level abstract concepts that are difficult for students to visualize or connect to their everyday experience [10]. Compounding these cognitive hurdles, many students report negative attitudes or a sense of detachment toward science, which can further hinder their learning and motivation [11,12][11][12]. Narrative frameworks offer a promising way to address both the cognitive and affective dimensions of this problem, humanizing scientific content to provide emotional resonance and support meaningful engagement [13].
Despite these advantages, the use of narrative in science education has also drawn criticism. Some question whether fictional elements risk introducing misconceptions or undermining scientific rigor, while others contend that narrative structures are essential for making science relevant and accessible to foster deeper understanding [14]. This ongoing debate highlights a fundamental tension between optimizing student engagement and maintaining scientific rigor. This underscores the need for a nuanced examination of narrative approaches, one that carefully considers their strengths, limitations, and appropriate applications within the science classroom.
This review responds to this debate by critically examining the principal narrative formats employed in science education—historical (authentic) narratives, realistic fiction, and science fiction or fantasy—and exploring their pedagogical applications, with a particular focus on chemistry teaching and gamified educational environments Rather than a systematic review, this review adopts a narrative and integrative approach. The referenced studies were selected based on the following criteria: empirical and theoretical contributions published in peer-reviewed journals or scholarly books between 1986 and 2025; direct relevance to the central themes of narrative in science education (with special emphasis on chemistry and gamification); and availability in English or Spanish. The literature was identified via targeted keyword searches in major academic databases (e.g., Web of Science, Scopus, Google Scholar) and backward citation tracking. By synthesizing the research found, this review aims to clarify the educational significance of narrative in science education, illuminate unresolved questions in the field, and offer evidence-based recommendations for future research and classroom practice.
This review ultimately argues that narrative approaches—when carefully designed and thoughtfully embedded within the curriculum—can play a transformative role in science education, promoting conceptual understanding, motivation, and scientific literacy. However, as the author will demonstrate, further empirical investigation is needed to develop narrative resources that effectively balance imaginative appeal with scientific accuracy, and to validate their effectiveness across diverse educational settings.

References

  1. Soares, S.; Gonçalves, M.; Jerónimo, R.; Kolinsky, R. Narrating Science: Can It Benefit Science Learning, and How? J. Res. Sci. Teach. 2023, 60, 2042–2075.
  2. Jarvis, C. The Educational Power of Fiction—An Interdisciplinary Exploration. In Professional Education with Fiction Media; Springer: Cham, Switzerland, 2019; pp. 1–26.
  3. Rimmon-Kenan, S. Narrative Fiction: Contemporary Poetics, 2nd ed.; Routledge: London, UK, 2002.
  4. Mawasi, A.; Nagy, P.; Wylie, R. Systematic Literature Review on Narrative-Based Learning in Educational Technology Learning Environments (2007–2017). In Proceedings of the 14th International Conference of the Learning Sciences (ICLS 2020), Nashville, TN, USA, 19–23 June 2020; International Society of the Learning Sciences: Bloomington, IN, USA, 2020; pp. 1213–1220.
  5. Nasir, W.M.F.W.M.; Halim, L.; Arsad, N.M. A Systematic Review of the Digital Storytelling Activities That Promote Thinking Skills in a Science Classroom. In Proceedings of the 2nd International Conference on Social Sciences (ICONESS 2023), Purwokerto, Indonesia, 22–23 July 2023; EAI: Gent, Belgium, 2023.
  6. Bolkan, S. Storytelling in the Classroom: Facilitating Cognitive Interest by Promoting Attention, Structure, and Meaningfulness. Commun. Rep. 2021, 34, 1–13.
  7. Ghanizadeh, A.; Tabeie, M.; Pourtousi, Z. The Role of University Instructor’s Narrative in Students’ Sustained Attention, Emotional Involvement, and Cognitive Learning. J. Appl. Res. High. Educ. 2024, 16, 195–207.
  8. Kromka, S.M.; Goodboy, A.K. Classroom Storytelling: Using Instructor Narratives to Increase Student Recall, Affect, and Attention. Commun. Educ. 2018, 68, 20–43.
  9. Avraamidou, L.; Osborne, J. The Role of Narrative in Communicating Science. Int. J. Sci. Educ. 2009, 31, 1683–1707.
  10. Johnstone, A.H. Teaching of Chemistry—Logical or Psychological? Chem. Educ. Res. Pract. Eur. 2000, 1, 9–15.
  11. Osborne, J.; Simon, S.; Collins, S. Attitudes towards science: A review of the literature and its implications. Int. J. Sci. Educ. 2003, 25, 1049–1079.
  12. Potvin, P.; Hasni, A. Interest, Motivation and attitude towards science and Technology at K-12 Levels: A Systematic Review of 12 Years of Educational Research. Stud. Sci. Educ. 2014, 50, 85–129.
  13. Willingham, D.T. Why Don’t Students Like School? 2nd ed.; Jossey-Bass: San Francisco, CA, USA, 2021.
  14. Dahlstrom, M.F. Using Narratives and Storytelling to Communicate Science with Nonexpert Audiences. Proc. Natl. Acad. Sci. USA 2014, 111, 13614–13620.
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