In this article, the educative value of scientific biographies will be explored, especially for non-science
major college students. During the ‘Scientist’s life and thought’ course, 66 college students read nine
scientific biographies including five biologists, covering the canonical scientific achievements in Western
scientific history. Students’ essays were initially analysed in terms of four dimensions of scientific
achievement: personal traits and talent, socio-cultural environment, scientific inquiry and debate, and historical
significance. Further analysis focused on noticeable aspects in the nature of science (NOS). Based
on the analyses, the idea of a story grid was devised in order to identify major storylines that show
students various ways of making sense of scientific biographies. The analysis shows the aspects in
which biographies are instrumental for students to identify and engage critically with issues related to
the NOS. The article concludes with some implications for designing history of science courses for nonscience
major college students.

• Making Sense of Scientific Biographies: Scientific achievement, nature of science, and storylines in college students’ essays

Share :