In the 1970s and 1980s, the use of history of science in science education was controversial. In the three last decades attitudes have changed, but the question of best practice has not been definitively answered: What type of historical knowledge should be incorporated in pedagogical contexts, and how? This essay discusses features of historically informed narratives that are suitable for teaching science from upper secondary education on, looking in particular at cases in the history of biology. The essay argues that such narratives should focus on the evolution of fundamental concepts and theories in a given scientific discipline, not on the life and work of one or a few scientists; that a story’s historical content must be carefully selected and heavily contextualized in order to serve pedagogical needs; and that storytelling techniques should be actively used to engage students.

中文翻译：

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赞扬科学教育中的历史讲故事方法

在 1970 年代和 1980 年代，科学史在科学教育中的使用是有争议的。在过去的三个十年中，态度发生了变化，但最佳实践的问题还没有得到明确的回答：什么样的历史知识应该被纳入教学环境，以及如何纳入？本文讨论了适合从高中教育开始教授科学的历史知识叙事的特征，特别是在生物学历史中的案例。这篇文章认为，这样的叙述应该关注特定科学学科中基本概念和理论的演变，而不是一个或少数科学家的生活和工作；一个故事的历史内容必须经过仔细选择并充分结合语境，以满足教学需要；