Abstract
In K-12 science education research and design, narratives are commonly employed to contextualize content and foster engagement. This literature review analyzes 104 empirical studies, identifying three primary narrative types: authentic, realistic fiction, and science fiction/fantasy. Students are often positioned as problem investigators or professionals in story plots. The narrative types are correlated with nine science learning outcomes, revealing their use and student positioning in K-12 science learning environments. Future research will focus on evaluating the effectiveness of narratives in enhancing science learning and exploring supporting technologies and mediation.