In life history methodologies, ‘human’ lives appear to take primacy over other lives. Within science education literature, life history methods often are approached as reflective tools to make meaning out of teachers’ pedagogical practices and commitments. In the present research, we tinker with life history research, to follow its performative work in (re-)producing what counts as life, nature, science and science education. Thinking with life history(ies), bodies and stickiness, we analyze a college instructor’s (Nurul) life with others. Nurul is committed to a science pedagogical approach (‘STEPWISE’) centered on STSE education for social and environmental justice. This paper relays what was (re-)produced when Nurul’s life narrative, and our own encounters with life history methodologies were plugged into one another. Analytically, we discuss stickiness of humanist and meaning-making practices in life history methodologies and how this might have enabled/complicated our analyses of Nurul’s life history. We invite further analyses into productive aspects of life history(ies) and how they might gesture to pedagogical possibilities for being/living differently within nature, science and science education.

在生活史方法论中，“人类”生活似乎比其他生活具有首要地位。在科学教育文献中，通常将生活史方法作为反映工具，以使教师的教学实践和承诺具有意义。在本研究中，我们对生活史研究进行了修补，以追踪其在（再）再现生活，自然，科学和科学教育中的表现。考虑到生活史，身体和粘性，我们分析了大学教官与他人的生活。Nurul致力于采用以科学，社会和环境教育为目的的社会和环境正义教育的科学教学方法（“ STEPWISE”）。本文讲述了努鲁（Nurul）的人生叙事，以及我们自己与人生史方法论的相遇时所产生的（再）结果。从分析上来说 我们讨论了生活史方法论中人本主义和有意义的实践的黏性，以及这如何使我们对Nurul的生活史的分析变得复杂。我们邀请进一步分析生活史的生产性方面，以及它们如何在自然，科学和科学教育中以不同的方式存在于生活中的教学可能性。