Textbooks generally present Newton's laws of motion as if they had come full-blown from the great man's imagination right after the apple fell on his head. Even a cursory historical survey will show that Newton struggled in a web of misconceptions for many years to finally arrive at his great synthesis.
Arguments for introducing science, at least in part, by means of the history of science:
Stinner, A. (2007). Toward a Humanistic Science Education: Using Stories, Drama, and the Theater, Canadian Theater Review, pp. 14-19. (This was an invited article for a special edition of the journal).
Stinner, A, McMillan, B., Metz, D., Jilek, J., Klassen, S. (2003). The Renewal of Case Studies in Science Education. Science & Education.
Stinner, A. (2003). Lord Kelvin and the The-Age-of-the-Earth debate: A dramatization. Science & Education.
Stinner, A. (2001). Linking 'The Book of Nature' and 'The Book of Science': Using circular motion as an exemplar beyond the textbook. Science & Education, 10:323-344. January/February, pp. 38-50.
Stinner, A. and Williams, H. (1995). Teaching Science in the Secondary School: A Modern Perspective. Published by the University of Manitoba Bookstore. Currently used in Science methods (secondary) courses at the University of Manitoba.