The Scientific Narratives
Following ideas by Bruner (1996, chap. 6) and Gardner (1991, part III), Merce`
Izquierdo-Aymerich (2010, 2014) proposes the existence of two main ‘rationalities’
of science present in, and suitable for, science education. Rationalities should be
here understood as ways of telling or presenting scientific content in different
epistemic stages of production, and through different syntactic or structural formats.
Izquierdo-Aymerich talks about a ‘logical’ rationality and a ‘narrative’ rationality
(Fig. 7).