There is a growing understanding of the importance of narrative in learning (Bruner, 1996; Connelly & Clandinin, 1988). This paper explores the significance of narrative to science education. We argue that since students learn, in part, through their narrative identity and its connection to their world, narrative must be an element of higher educational science classes. This connection, we argue, can help not only to motivate students to learn about science, but also to foster understanding of the moral implications of scientific practice. We conclude our discussion with a series of specific comments about what narrative practice might look like in a higher educational science classroom.
