Abstract
This study examines how incorporating diverse historical narratives into science education affects student engagement and perceptions. The research used a mixed-methods approach, including a pre-test/post-test survey on student engagement (n = 50) and interviews/focus groups with students. The quantitative data showed a significant increase in student interest in the science topic after exposure to the narratives. Qualitative analysis revealed two main themes: (1) a newfound interest in specific scientific fields due to the historical context, and (2) an appreciation for the diverse perspectives that contribute to scientific progress. To illustrate these themes, student quotes from interviews/focus groups were strategically included. These findings emphasize the potential of diverse historical narratives to ignite student interest, enhance understanding of scientific discovery as a global endeavor, and foster a more inclusive learning environment. The research provides valuable insights for science curriculum development, teacher training, and promoting social justice in science classrooms.