551 © The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerland AG 2020 W. F. McComas (ed.), Nature of Science in Science Instruction, Science: Philosophy, History and Education, https://doi.org/10.1007/978-3-030-57239-6_30 Chapter 30 Using Anecdotes from the History of Biology, Chemistry, Geology, and Physics to Illustrate General Aspects of Nature of Science William F. McComas and Kostas Kampourakis 30.1 Introduction to the History of Science Anecdote Approach There the goal of this chapter is to provide a method by which teachers can weave NOS lessons into their traditional focus on science content using a teaching tool called the History of Science Anecdote Approach. In this plan, the teacher uses a relevant story from the history of science to teach both a history of science (HOS) lesson and one related to NOS derived from that historical anecdote. This chapter features a “ready-to-use” guide to teach about each of the key NOS aspects that are discussed in detail in Chap. 3, each linked here to illustrations from the history of science in geology, biology, chemistry, and physics. Readers are encouraged to review the key notions and their defnitions since, to avoid redundancy, they are not discussed here. To produce these examples of NOS and HOS, we have reviewed many accessible books written by professional historians of science (such as Bowler and Morus 2005; Dear 2006; Fara 2009). The illustrations presented here could be incorporated into classrooms in a variety of ways. Teachers could simply share them with students when they are relevant to an aspect of instruction. The stories could be used in a W. F. McComas (*) University of Arkansas, Fayetteville, AR, USA e-mail: mccomas@uark.edu K. Kampourakis Section of Biology and IUFE, University of Geneva, Geneva, Switzerland e-mail: kostas.kampourakis@unige.ch