Against Chronological and Impersonal Accounts of the History of Science. Towards non-linear didactics.

This paper criticizes traditional chronological teaching, instigated by recent studies by Kinchin that show how linear computer presentations barely contribute to the student's understanding of the subject matter. I introduce non-linearity in teaching history, in particular in teaching history of science, as an alternative to standard didactics. Timelines are fundamental to linear teaching, but they are also valuable as a supplement to non-linear accounts. Hence, it is anticipated that a hybrid account (combining a non-linear approach with a evidently linear timeline 'on the side') serves an adequate understanding of the history of science better. An elaborated non-linear account of early radio astronomy is chosen as illustration. I hope to contribute to a more efficient, adequate and above all sincere didactics of the history of science.