Boasting a wide range of interactive and engaging features, narrative-based learning has become increasingly popular in educational settings. Narrative-based instructional approaches engage students in a novel set of engaging experiences for educational purposes. Although it is not a new concept, the implications of narrative-based learning for science ethics education are still understudied in the learning sciences. In this paper, we use the concept of "educational affordances" to describe how educators and learners could utilize narrative-based learning activities for science ethics education. We illustrate our educational framework through the example of Frankenstein200 -- a learning experience inspired by Mary Shelley's 1818 novel "Frankenstein." Based on short essays describing students' perceptions of the Frankenstein200 experience, we propose that narrative-based learning activities afford the development of two distinct mental models: doing responsible science "and" being a responsible scientist. These mental models can serve as important tools for learners to develop a more concrete and elaborated understanding of science ethics. The framework will help educators create narrative-based learning experiences, activities, and artifacts to support their students' engagement with science ethics across diverse mediums.