Abstract
Narratives are at the basis of every effort of making sense of human experience. Stories are a particular type of narrative particularly suitable for children because they involve them affectively and cognitively. This contribution deals with the opportunity of using stories for physics education in primary school. It is introduced a disciplinary approach suitable to be shaped into stories, relying on cognitive linguistics results, as well as some elementary features of the stories are compared to the fundamental caracteristics of scientific inquiry. Hints are proposed for possible research programs and some examples of stories, coherent with this program, are presented and discussed.