Issues associated with nature of science (NOS) have long been recognized as an essential component of scientific literacy. While consensus exists regarding the importance of an explicit reflective approach, precisely how to teach NOS remains elusive. The present study explores one particularly promising approach, namely the use of historical narratives. The purpose of the study was to examine whether narratives based on the history of research on the structure of DNA shared using an explicit and reflective approach would affect students’ understandings of NOS. A mixed method approach was used to assess students’ NOS understanding in two different versions of a biology course. In the intervention version, students learned about research on the structure of DNA through historical narratives. In the alternative version, students learned the same material without historical narratives. The Student Understanding of Science and Scientific Inquiry (SUSSI) instrument was administered pre- and post- intervention to all students. Semi-structured interviews with a total of 27 participants from both treatments were conducted to further clarify students’ responses. Results indicate that most of the participants in the intervention treatment made significant changes from pre- to post-assessment in their understanding of two targeted aspects of NOS including scientists’ use of creativity and imagination, and social and cultural influences on science. Female participants in the intervention treatment also stated that learning about Rosalind Franklin’s contributions by way of the story had given them additional confidence to learn science.

长期以来，与科学性质（NOS）相关的问题已被认为是科学素养的重要组成部分。尽管就明确的反思性方法的重要性达成共识，但如何教授NOS的确切方法仍然难以捉摸。本研究探讨了一种特别有前途的方法，即使用历史叙事。这项研究的目的是研究基于显性和反思性方法对DNA共享结构研究历史的叙述是否会影响学生对NOS的理解。在两种不同版本的生物学课程中，采用了一种混合方法来评估学生对NOS的理解。在干预版本中，学生通过历史叙事学习了有关DNA结构的研究。在替代版本中，学生在没有历史叙述的情况下学习了相同的材料。在干预前后，对所有学生进行了学生对科学和科学探究的理解（SUSSI）工具。对两种治疗方法的总共27名参与者进行了半结构式访谈，以进一步阐明学生的反应。结果表明，大多数干预治疗参与者在评估NOS的两个目标方面（包括科学家对创造力和想象力的使用以及对科学的社会和文化影响）的理解，从评估前到评估后都发生了重大变化。参与干预治疗的女性参与者还表示，通过故事了解罗莎琳德·富兰克林的贡献使她们对学习科学有了更多的信心。在干预前后，对所有学生进行了学生对科学和科学探究的理解（SUSSI）工具。对两种治疗方法的总共27名参与者进行了半结构式访谈，以进一步阐明学生的反应。结果表明，大多数干预治疗参与者在评估NOS的两个目标方面（包括科学家对创造力和想象力的使用以及对科学的社会和文化影响）的理解，从评估前到评估后都发生了重大变化。参与干预治疗的女性参与者还表示，通过故事了解罗莎琳德·富兰克林的贡献使她们更加有信心学习科学。在干预前后，对所有学生进行了学生对科学和科学探究的理解（SUSSI）工具。对两种治疗方法的总共27名参与者进行了半结构式访谈，以进一步阐明学生的反应。结果表明，大多数干预治疗参与者在评估NOS的两个目标方面（包括科学家对创造力和想象力的使用以及对科学的社会和文化影响）的理解，从评估前到评估后都发生了重大变化。参与干预治疗的女性参与者还表示，通过故事了解罗莎琳德·富兰克林的贡献使她们更加有信心学习科学。