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Scientists start their thinking process while standing on the scaffolding constructed by previous developments. They take in the value of the explanations, analyze the mathematical precision of the thousands of sets of data and then seek to develop alternative ideas. Many scientists look to investigate published ideas, analyze in oder to find other explanations that will do better.

I always use the word “explanation” when I discuss science concepts. I’m wary that the word “story” might be perceived as "lie". Even hearing the word “story” instead of “explanation” adversely affects me.  I realize that the word is meant to provoke a thought process but I feel that it’s harmful to use with high school students. They already want to dispute anything that’s taught in what is considered to be a course that requires work and call it worthless information.

When I explore past “explanations” such as American Indian folklore, I notice that their account of meteorological events are a series of stories that describe a method for the community to determine what threatening weather may come their way. They are actual stories that people will remember to tell them to their children to help the community survive.

Creating “stories” may be used in current science education but what is most important is to covey  is that science is not a finished product, there are many alternate versions that we should consider and value.