Teaching the history of science along with the science itself can give students greater context about the topic they are learning and a wider perspective on how it has developed. Michelle Francl, who has wrestled with how much time to spend on teaching history in the chemistry classroom for years, considers how unconventional histories can shift the curriculum.
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The author declares no competing interests.
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Francl, M. Decentring the central science. Nat. Chem. 15, 1319–1320 (2023). https://doi.org/10.1038/s41557-023-01336-5