Humanizing the teaching of physics through storytelling: the case of current electricity

The main purpose of this article is to discuss the potential role of storytelling in the teaching and learning of physics. I first present the main historical events concerning the discovery of current electricity by focusing on the Galvani–Volta controversy and the work of Michael Faraday. Then I outline a planning framework for teaching through storytelling. This framework consists of the following components: Idea(s) to incite wonder, main plot of the story, ideas to be learned by the pupils, content knowledge, human values and the moral of the story.