Scientific Narrative Fidelity: A Framework for Preserving Scientific Integrity in Educational Fiction

This article introduces Scientific Narrative Fidelity (SNF), a theoretical framework for evaluating and designing educational fiction that preserves scientific integrity while maintaining narrative engagement and imaginative storytelling. The paper argues that fictional narratives can effectively teach scientific concepts without sacrificing creativity, provided that the scientific mechanisms underlying the intended learning objectives remain conceptually coherent, developmentally appropriate, and pedagogically transparent. Building upon previous work in Narrative Systems Thinking, Artificial Intelligence Readiness, and AI-Assisted Scientific Narrative Engineering, this article establishes Scientific Narrative Fidelity as a measurable construct for evaluating scientific consistency within fictional educational narratives. Using the RSQS framework (Relevance, Sufficiency, Quality, Structure), the paper develops a five-layer Scientific Narrative Fidelity Architecture and introduces a ten-dimension Scientific Narrative Fidelity Index capable of evaluating fictional narratives against explicit curriculum objectives. The framework distinguishes between fictional elements that appropriately extend imagination and conceptual modifications that unintentionally generate persistent scientific misconceptions. Rather than requiring realism, the framework requires internal conceptual consistency for the scientific principles being taught. The paper further proposes methods through which artificial intelligence can assist educators, curriculum designers, publishers, and authors by identifying conceptual inconsistencies, measuring educational impact, and recommending pedagogically appropriate revisions while preserving creative intent. Scientific Narrative Fidelity provides a practical quality-assurance methodology for educational publishing, curriculum development, classroom instruction, AI-assisted content creation, and adaptive educational storytelling. This publication forms Part V of the Narrative Cognition Research Programme.