Storytelling in STEM Disciplines—At the Crossroads of Science and Humanities

Dear Colleagues,

Cognitive sciences, in general, and narratology, in particular, posit that the narrative mode is the primary mode through which we understand the world around us. If concepts, models, and theories have narrative structures, it follows that we must employ narrative practices in order to understand nature and our role in it. A purely formal treatment of phenomena forgoes the use of images and does not reveal the degree of coherence between these phenomena (every phenomenon or example is governed by its own “laws” and its own equations). By applying and increasing our knowledge of narrative practices, we may change our view of the nature of the STEM disciplines, thus changing our outlook on, and approach to, STEM education, research and practice.

The aim of this Special Issue is to raise scholarly awareness on the power of stories and storytelling in STEM education. The editors welcome the submission of original research (empirical, review, position, and discussion) articles that address relevant aspects of storytelling as both a research topic and a research tool. Research areas may include (but are not limited to) the following:

• Stories and storytelling in the STEM disciplines
• Narratives in STEM education
• Stories and storytelling in mathematics education
• Stories about forces of nature
• Stories and storytelling in physics education
• Stories and storytelling in biology education
• Stories and storytelling in ecological education
• Digital storytelling

Prof. Dr. Federico Corni
Dr. Mita Drius
Prof. Dr. Giorgio Bolondi
Dr. Camilla Spagnolo
Guest Editors

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