This study presents findings from testing an innovative student-centred drama-based teaching methodology for science, technology, engineering and mathematics (STEM) disciplines for secondary school students. The method, based on performances, was tested in two case studies, Spain and the UK, on a sample of 2089 students. These performances have been shown to be an effective way of generating a two-way dialogue between students and researchers and prompting student reflections about researchers as role models, gender inequalities in science and ethical issues in STEM careers and scientific research. Furthermore, they have enhanced young people’s positive attitudes and interest in science, scientists and scientific careers and have debunked science-related stereotypes. This indicates that the performances evaluated in this study are supporting the aspirations of young people, but not limiting their inclination to critically assess the relative benefits and risks of scientific development for themselves.

本研究展示了针对中学生的科学、技术、工程和数学 (STEM) 学科测试以学生为中心的创新戏剧教学方法的结果。该方法基于表现，在西班牙和英国的两个案例研究中对 2089 名学生的样本进行了测试。这些表演已被证明是一种有效的方式，可以在学生和研究人员之间进行双向对话，并促使学生反思研究人员作为榜样、科学中的性别不平等以及 STEM 职业和科学研究中的伦理问题。此外，它们增强了年轻人对科学、科学家和科学事业的积极态度和兴趣，并揭穿了与科学有关的刻板印象。