Abstract I present some preliminary results on how the classroom narratives in chemistry are interconnected to the teachers life histories and why chemistry teachers use narratives.The results are based on two rounds of interviews with Swedish chemistry teachers in upper secondary school.Tentative results suggested that these teachers used narratives as a tool for teaching and to promote learning,although in different ways.It is suggested that we understand concepts better if we are introduced to them in narrative discourse.Using narratives also seems to promote a plurality of emphases in teaching.
