The reading of science-related, historical nonfiction alone does not necessarily lead students to make personal connections to science or understand science as a human endeavor interdependent with culture, society, and history. Teachers must structure students' reading to ensure that they consider specific aspects of science while reading and discussing books. In this article, the author discusses the use of literature-circles as an approach for teachers to focus their students' attention on components of the nature of science. Literature circles are "small, temporary discussion groups" in which students are provided prompts or "roles". The purpose of literature-circle roles is to guide students to develop understanding of particular concepts as they explore the text and meaningfully participate in small-group discussion. (Contains 2 figures.)