ABSTRACT This paper highlights an investigation of how middle school students responded to a theatre performance designed to portray science as a humanistic and relatable endeavour that youth – similar to the youth in the audience – engage in during their everyday lives. The play included in this study was generated as a part of a design research project with a collaborative community comprised of artists, scientists, educators, and researchers. The design and implementation of this cross-disciplinary intervention and the research included in this study represent the design team’s initial attempts to better understand youths’ response to dramatic productions, and specifically which characters’ practices youth ‘count’ as scientific. The design and goals of the project are described, followed by an analysis of focus group interviews with students (N = 65), which were conducted after watching the play. Despite the design team’s intentions, findings highlight that the majority of students included in this study recognised a narrow range of practices taking place in the play as scientific, which led to a process of re-examination, complication, and interrogation the findings and design. Guided by Butler’s theory of performativity, this paper is used as a reflection space in order to theorise this work in a new direction.

中文翻译：

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通过剧院交流科学：中学生在剧院表演后对科学中“做”和“存在”的注意和表达

摘要本文重点研究了中学生如何对剧院表演做出反应，该表演旨在将科学描绘为青年人（与观众中的青年人一样）在日常生活中参与的一种人文主义和相关的努力。这项研究中包含的剧本是与一个由艺术家，科学家，教育者和研究人员组成的协作社区一起进行的设计研究项目的一部分。这种跨学科干预的设计和实施以及本研究中包括的研究代表了设计团队的初步尝试，目的是更好地理解年轻人对戏剧作品的反应，尤其是哪些角色将年轻人视为科学。描述了项目的设计和目标，接下来是对观看表演的学生进行的焦点小组访谈（N = 65）的分析。尽管有设计团队的意图，研究结果仍突出表明，本研究中的大多数学生都认为戏剧中发生的狭窄实践是科学的，这导致了对结果和设计进行重新审查，复杂化和审问的过程。在巴特勒的性能理论的指导下，本文被用作一个反思空间，以便从一个新的方向对这项工作进行理论化。并询问调查结果和设计。在巴特勒的性能理论的指导下，本文被用作一个反思空间，以便从一个新的方向对这项工作进行理论化。并询问调查结果和设计。在巴特勒的性能理论的指导下，本文被用作一个反思空间，以便从一个新的方向对这项工作进行理论化。