Narrative-centered Learning Environments for Science: A Scoping Review

Abstract Narrative-centered learning environments (NCLEs) situate learning within meaningful stories or narratives, providing a context-rich environment for problem solving and student learning. This scoping review synthesized research on NCLEs in K–12 science education to identify narrative and problem types used, roles assigned to students, and learning outcomes reported. Search results of the literature yielded 104 studies that met all four inclusion criteria, which required that the articles contain: (1) narrative-based instruction such as stories, scenarios, and problems; (2) student performance data; (3) studies focused on science learning; and (4) K-12 school environments. Inductive thematic analysis identified three narrative types: authentic nonfiction (31 studies), realistic fiction (55), and fantasy fiction (18). Deductive coding surfaced the following: diagnosis–solution problems were most prevalent (38 studies), while 65 studies positioned learners as professionals or investigators within the narrative. These findings provide educators and instructional designers with an evidence-informed framework for selecting among authentic, realistic fiction, and fantasy narratives based on the desired degree of realism, learner engagement, instructional control, and connection to students’ lived experiences. The relationships identified among narrative types, problem types, student roles, and learning outcomes also establish a foundation for designing and systematically studying AI-enhanced NCLEs that afford learners adaptive, responsive storytelling to personalize science-learning experiences in K–12 settings.