Main Article Content
We have argued that science in general, and scientific inquiry in particular, is a human activity and that current models to describe science (either as Scientific Method or as a Body of Knowledge) tend to underestimate the significance of human beings in the phenomenon. Our earlier paper (Authors, 2016) suggests a model to correct this imbalance which we call 3-Dimensional science. The current paper uses Storyline Method to look at the lived experiences of 9 science researchers and educators for evidence of our third dimension (Psychological Energy). Results suggest that the key features of our third dimension are present, namely: a degree of autonomy, a sense of competence and relatedness to significant others. We suggest this further strengthens the argument for a more holistic approach to science education which celebrates these issues rather than simply a technical analysis of isolated teaching techniques.
© 2020 Electronic Journal for Research in Science & Mathematics Education (EJRSME)