Storytelling and Hands-On Science to Engage Children in Climate and Gender-Aware Education

Abstract

Children’s responses to the climate crisis range from mistrust and helplessness to activism and eco-anxiety, highlighting the need for early educational experiences that foster constructive engagement. At the same time, the persistent underrepresentation of women in science highlights the importance of integrating gender awareness into science education. While hands-on activities and storytelling are widely recognized as effective educational strategies, less attention has been given to how these approaches can be meaningfully combined within a single learning experience. This exploratory study investigates the integration of hands-on environmental science activities and theatrical storytelling as an interdisciplinary, gender-aware educational design for children aged 6 to 11. The intervention included clean energy and greenhouse effect experiments guided by two actresses portraying pioneering scientists, Eunice Newton Foote and Susan Solomon, situating scientific concepts within narrative, historical, and social contexts. Qualitative observations and an exploratory analysis of children’s drawings indicate that narrative and embodied approaches can support cognitive and emotional engagement while fostering more inclusive representations of scientific practice. The study proposes a preliminary, interdisciplinary approach of engagement and inclusion, providing a starting point for future research on integrated, gender-aware environmental education.

1. Introduction

Studies on children’s perceptions of the climate crisis reveal a wide range of emotional responses, from feelings of helplessness and detachment to skepticism toward institutions, engagement in activism, and manifestations of eco-fear [1,2,3,4,5,6]. Research shows that many children experience eco-anxiety—a chronic fear of environmental catastrophe—which can affect their mental health and cognitive development if not addressed constructively. This distress is often exacerbated by a perceived failure of governments to respond adequately to the climate crisis [7]. In addition to informing and addressing emotional responses, there is growing recognition of the importance of integrating gender awareness into educational strategies, particularly given the persistent underrepresentation of women in science, technology, engineering, and mathematics (STEM) fields [8,9,10], which are essential for addressing scientific challenges and the ecological crisis. These findings highlight the need for early environmental education that not only informs but also builds confidence in science and climate action, requiring ongoing experimentation with new approaches to effectively promote these outcomes.

1.1. Hands-On Learning in Environmental and Science Education

One well-established strategy in science education is the use of hands-on activities, including both experiments and role playing. Such activities allow students to actively engage with scientific principles, transforming abstract concepts into concrete experiences that foster deeper understanding. Learning often begins through sensory experiences, which help children make sense of the physical world. From an early age, children instinctively show curiosity about their surroundings, using their senses to explore and forming ideas based on observation. To enhance this ability, educational materials and learning environments should provide a social and intellectual context that encourages students to engage in activities such as visualizing evidence, reasoning, conducting experiments, and using visuals to communicate and reflect on these processes [11].

Multi-sensory learning challenges children to draw on their full potential while reflecting on their actions. By providing direct experiential learning, students build confidence in their abilities and challenge stereotypes, particularly those that disproportionately affect girls. Engaging in experiments and manipulating materials allows children to deepen their knowledge, making science more approachable and inclusive. Research shows that active learning in STEM subjects improves exam performance and reduces gaps in achievement and pass rates [12,13]. This improvement is likely linked to the positive effects of active learning on self-efficacy and a sense of belonging [8], both of which are essential for retaining underrepresented groups in STEM.

However, while hands-on activities are effective in supporting engagement and understanding, they are not sufficient on their own to address the broader social, emotional, and ethical dimensions of the environmental crisis.

1.2. Storytelling, Narrative, and Agency in Climate Communication

Climate change intersects with economic, political, and social interests and often requires profound lifestyle changes. Communication strategies based primarily on alarming data and catastrophic scenarios have shown limited effectiveness in motivating sustained engagement [14]. For many individuals, the crisis feels insurmountable and evokes feelings of inadequacy, incompetence, and powerlessness. Individuals often feel insignificant when facing such immense challenges, leading to widespread despondency [15]. According to De Meyer et al. [16], this reaction may be linked to the predominance of negative environmental news, which reflects the belief that fear is necessary to motivate action. However, these authors argue that people develop a stronger sense of agency—of being able to take meaningful action—when they observe the positive actions of others. This suggests the need to shift climate communication toward stories that emphasize successful and constructive efforts.

This insight supports the need to shift climate communication toward narrative approaches that emphasize agency, participation, and possibility, moving from problem-focused to solution-oriented framings. From an educational perspective, such narrative strategies are increasingly recognized as valuable tools in science and environmental education. Previous studies have shown that storytelling and drama can enhance engagement with scientific topics by providing meaningful contexts for inquiry and reflection. For example, Walan and Enochsson (2019) explored the combination of storytelling and drama in science education for young children, highlighting how narrative and performative elements can support participation and engagement in scientific learning processes [17]. Similarly, Lehtonen and Pihkala examined the use of performance-based approaches in climate education, emphasizing their potential to address the emotional and psychosocial dimensions of climate change [18].

The importance of narrative in shaping agency is also echoed in philosophical accounts of moral decision-making. As argued by Alasdair MacIntyre in After Virtue [19], individuals can only meaningfully answer the question “What am I to do?” by understanding the stories of which they find themselves a part. Within this perspective, storytelling functions as a framework through which individuals situate themselves in relation to collective challenges and responsibilities.

By framing climate communication through stories of positive action, individuals may feel part of a collective effort, which increases their sense of agency in addressing environmental challenges [20]. Storytelling offers several other important benefits for environmental science education. It simplifies complex ideas, making issues such as climate change more accessible and memorable [21]. As a fundamental aspect of the human experience, storytelling also promotes empathy and prosocial behavior by triggering oxytocin release, which strengthens trust and emotional connection [22,23,24]. Engaging the imagination through stories helps learners connect more deeply with the material, leaving a lasting impact [25]. Moreover, storytelling situates scientific discourse within broader socio-economic contexts and encourages reflection on the interconnectedness of science, society, and economy [26].

1.3. Gender, Science, and Representation in Education

Another crucial issue in science and environmental education concerns the gender representation. The persistent underrepresentation of women in STEM results in the loss of valuable perspectives needed not only for advancing scientific knowledge but also for effectively addressing complex challenges such as the environmental crisis [27]. Women have long been systematically excluded from scientific research, and their contributions have often been marginalized or overshadowed. Even prominent figures such as Marie Skłodowska-Curie faced significant discrimination despite groundbreaking achievements in physics and chemistry. Philosophers of science including Helen Longino, Sandra Harding, and Donna Haraway have shown that scientific knowledge is shaped by social and institutional contexts. Their work highlights how values, including gender, influence scientific practices and challenges the idea of science as a purely neutral and value-free enterprise [28,29,30]. Concepts such as “situated knowledge” and “strong objectivity” emphasize the importance of including diverse perspectives to improve the robustness and inclusivity of scientific inquiry.

From an educational perspective, these insights underscore the importance of presenting science as a human and socially embedded practice. International reports consistently stress that closing the gender gap in STEM is essential for building fair and sustainable knowledge societies [31,32]. In early educational contexts, including women’s stories and contributions in science activities can help challenge stereotypes, offer relatable role models, and foster a more inclusive understanding of who can participate in science.

1.4. Integrating Hands-On Learning, Storytelling, and Gender Awareness

The integration of hands-on activities and storytelling offers opportunities to innovate science education through approaches informed by the View of the Nature of Science (VNOS) [33]. This framework emphasizes science as a human practice shaped by historical, social, and ethical dimensions and supports multidisciplinary perspectives drawing on history, philosophy, sociology of science, and gender studies [34,35,36,37]. Such integration is particularly relevant for younger learners, for whom imagination, participation, and embodied experience play a central role in learning before stereotypes and exclusionary norms become entrenched [17,38,39].

Within this conceptual framework, the overall aim of this study is to explore how hands-on scientific experimentation, theatrical storytelling, and gender-aware representations of science can be coherently combined within a single educational experience for children. To this end, the paper presents “I’ll tell you about a clean world”, an exploratory science education intervention developed for children aged 6–11, in which clean energy and greenhouse experiments are embedded within narrative and performative contexts centered on women scientists. Through this integrated design, science content, emotional engagement, gender representation, and sustainability are treated as interconnected dimensions of the experience, rather than as separate or sequential components. Adopting an exploratory, design-oriented approach, the study reflects on the integration of these elements and identifies emerging patterns of engagement that may inform future research in environmental and science education.

2. The Educational Intervention “I’ll Tell You About a Clean World”: Methodology and Objectives

2.1. Participants and Objectives

The lab was developed in 2022 as part of an Italian Science Festival. About 40 classes from across Italy chose to participate in this activity. Selection was based on convenience—proximity to the festival location and/or teacher interest. In total, approximately 800 students aged 6 to 11 years participated, each group consisting of a maximum of 30 students. The experiments, conducted by two actresses portraying scientists, were designed to promote comprehension of concepts related to the environmental and climate crisis. These included explanations of pollution and the greenhouse effect, discussions of chemical reactions and processes, insights into ocean acidification, and an exploration of available forms of clean energy. Through hands-on activities and interactive demonstrations, participants gained practical knowledge and insights into these critical issues. In guiding the experiments, the two actresses assumed the roles of two less well-known but significant women scientists in climate research, Eunice Newton Foote and Susan Solomon.

Students were given access to laboratory instruments and encouraged to participate in hands-on activities, immersing themselves in the experience of being a scientist for a day. This approach was intended not only to deepen their understanding of scientific concepts but also to challenge and overcome gender stereotypes while fostering teamwork. Through active engagement in scientific exploration and collaboration, children were empowered to break down barriers and cultivate a shared appreciation of science. By stepping into the role of scientists, participants had the opportunity to explore their interests, develop practical skills, and collaborate effectively, regardless of gender.

The educational activities were designed with reference to a qualitative survey conducted among Italian students aged 12–16. The aim was to gather insights into the perceptions, concerns, and expectations of boys and girls regarding science and climate change after their initial schooling. Rather than pursuing statistical rigor, the survey sought to provide an overview of these perceptions to guide early interventions. The survey covered about 200 students: 44% self-identified as male, 54.5% as female, and 1.5% as other. A list of questions and answers is provided in Supplementary File S1.

The survey revealed a high level of awareness among students regarding environmental issues and climate change. This awareness appears linked both to increased media coverage and to the integration of environmental topics into school curricula. Over 60% of students recognized environmental pollution as a multidimensional issue spanning scientific, economic, and political domains. Figure 1 illustrates the extent of concern about the environment, both present and future. A striking 87% expressed concern about the health of the planet, while about 76% (80% among girls) believed the situation would not improve or were uncertain about future developments. Despite widespread pessimism toward institutions, the survey revealed significant trust in environmental movements. 95% percent of students were aware of the Fridays for Future movement, and 62% believed it could influence environmental policies.

Our qualitative findings confirmed a pervasive distrust in policy, consistent with existing literature [1]. Fairbrother et al. [4] demonstrated how such distrust can negatively affect emotional well-being and reduce support for urgently needed climate policies. The authors emphasize the importance of strengthening public confidence in the institutions and officials responsible for designing and implementing such measures.

While our student sample may not be fully representative of the wider youth population, their insights are valuable for understanding perceptions, knowledge, and communication about environmental crises. Enhancing our understanding of how young people perceive climate change is crucial for improving communication strategies. In our case, these insights inspired the integration of storytelling into the educational activities to foster positive and optimistic attitudes.

These considerations led us to incorporate policy elements into the lab, focusing on the story of Susan Solomon and the Montreal Protocol on the ozone hole. Our aim was to highlight that, while international agreements are often complex and contentious, they can be achieved through commitment at multiple levels. Sharing positive stories has the potential to inspire younger generations to act for a better future.

The two actresses portraying scientists were university students or recent graduates, with the aim to establish an informal and approachable dynamic between the “scientists” and the young participants, while dismantling the stereotype of scientists as distant and eccentric geniuses.

2.2. General Description of Educational Intervention

The 50 min intervention is divided into three parts: the first illustrates the effects of greenhouse gases on the environment. Young participants can directly measure the increase in temperature caused by the greenhouse effect and observe the acidification of seas due to the absorption of carbon dioxide (CO₂), visible through a change in the color of the water; the second part of the laboratory is dedicated to scientific and technological solutions for reducing the greenhouse effect: renewable energies, hydrogen, and the sustainable use of algae to purify water through CO₂ absorption; the final part offers a moment of reflection, through a role play, on the reuse of CO₂ to produce e-methane, i.e., a fuel with net-zero emissions.

As anticipated already, participants move among the exhibits accompanied by two facilitators who portray female scientists Eunice Newton Foote and Susan Solomon. Despite living in very different periods, both women made important contributions to the study of the greenhouse effect, environmental pollution, and the climate crisis. This narrative journey, connecting past and future, is the distinctive added value of the intervention.

The scientific facilitators explain how the exhibits work while also recounting episodes from the lives of the two scientists, fully embodying their characters. Through an imaginary dialogue with each other, and involving the young audience whenever possible, the scientists discuss the meaning of conducting experiments and progress in the field of women’s rights, both in science and in everyday life, drawing on examples from their personal and professional experiences. The message they aim to leave with boys and girls is that, through collective effort, it is possible to overcome the climate crisis and build a fair and sustainable future, where the rights of people and the environment are respected.

Some illustrations by Giulia Sagramola from the Italian book Girls for the Environment (Ragazze per l’ambiente) [40] were used in the laboratory’s panels, creating a kind of scenography among the experiments.

The decision to highlight two little-known female scientists in a laboratory on the climate crisis was deliberate and intended to address the limited presence of women in certain scientific fields and leadership positions. This issue has been extensively documented in scientific literature and is central to many European policies aimed at reducing gender disparities in science [41,42].

The underrepresentation of women in science is not only a question of equal opportunities but also a structural issue that limits the diversity of talents and perspectives within the scientific community, which are crucial for scientific and environmental research [43,44]. Gender stereotypes, including the misconception that women lack ability in science, contribute to this disparity. Recovering the biographies of female scientists, whether exceptional or less well-known, serves multiple purposes: it provides potential role models for young participants and emphasizes the significant contributions of women to scientific progress, despite the historical and social barriers that often marginalized them and their achievements [45,46].

The imaginary dialogue between the two facilitators appeals boys and girls because it intertwines fragments of the biographies of these two women with reflections on the importance of the historical context behind scientific discoveries. It also highlights how male and female scientists can differently influence environmental policy.

2.3. The Characters

To understand the added value of drama and storytelling, some brief biographical notes of the named scientists are provided.

2.3.1. Eunice Newton Foote

Eunice Newton Foote (1819–1888, United States) was the first scientist to hypothesize the capacity of CO₂ to influence atmospheric temperature, a phenomenon underlying the greenhouse effect and climate change [47].

At that time, all formal educational paths were closed to women. Foote, a nonprofessional and nonacademic scientist with no formal training, conducted her experiments using glass cylinders, thermometers, an air pump, and sunlight. With simple equipment and great creativity, she discovered that the sun’s action is stronger through moist air than through dry air, and that a higher concentration of CO₂ in the air increases temperature. “An atmosphere of this gas would give our earth a high temperature,” she wrote in her paper Circumstances Affecting the Heat of the Sun’s Rays [48], which was presented at the 1856 American Association for the Advancement of Science conference by the physicist Joseph Henry on her behalf. Foote herself could not present the results, as she was not a member of the association.

“Science is of no country and of no sex”: this was Henry’s introduction to Foote’s work, a statement that appears necessary to legitimize a woman’s contribution that otherwise might not have received attention.

Despite some recognition—including a mention in Scientific American—Foote’s contribution remained largely overlooked. The discovery of the greenhouse effect was attributed in 1861 to physicist John Tyndall, who reached similar conclusions with more sophisticated equipment. Well embedded in the academic environment of the time, Tyndall had greater opportunities to present, interpret, and disseminate his findings. It remains debated whether Tyndall had read Foote’s work before publishing his own, and whether he deliberately chose not to cite her. American literature was not widely known in Europe at the time [49,50]. In any case, Foote was disadvantaged not only by the lack of a strong scientific community in America and limited communication with Europe, but also by her gender and amateur status. Although Tyndall never seemed interested in the climatic implications of his findings, he was considered the father of climate science. It was not until 2011, when geologist Raymond Sorenson revisited her work, that Foote’s contribution to climatology was rediscovered and recognized [51].

In addition to her scientific endeavors, Foote was an active advocate for women’s rights. She helped organize the Seneca Falls Congress in 1848 and was among the first signatories of the Declaration of Sentiments, a document considered the foundational act of the women’s rights movement in the United States.

2.3.2. Susan Solomon [52]

Considered one of the most influential atmospheric scientists, Susan Solomon was born in Chicago in 1956. She specialized in atmospheric chemistry and pursued her research first at the National Oceanic and Atmospheric Administration (NOAA) and later at the Massachusetts Institute of Technology (MIT) (Science History Institute). From 2002 to 2008 she served as co-chair of Working Group I of the Intergovernmental Panel on Climate Change (IPCC). Her research on the ozone hole and its climatic effects has been particularly significant.

In the mid-1970s, the first studies on the thinning of the stratospheric ozone layer and the possible role of chlorofluorocarbons (CFCs) began to circulate. Solomon was the first to explain why the ozone hole was forming over Antarctica and why the process was occurring so rapidly. She led two expeditions to Antarctica in 1986—becoming the first woman in that role—and again in 1987, during which she collected sufficient data to explain the mechanism: the Antarctic ozone hole is created by a heterogeneous reaction of ozone free radicals and CFCs on the surface of ice particles in high-altitude clouds over Antarctica. This provided definitive evidence of the role of these substances in ozone depletion.

In response to this research, the Vienna Convention was adopted in the late 1980s, followed by the Montreal Protocol, an international treaty of the United Nations through which states committed to reducing the production and use of CFCs to halt the expansion of the ozone hole. Entering into force in January 1989, it remains the only U.N. environmental agreement ratified by 198 countries worldwide and has achieved demonstrable success, with about 98 percent of ozone-depleting substances eliminated [53]. This case illustrates the power of science and international cooperation in addressing a global environmental challenge.

According to experts, the success of this treaty is attributable to its flexibility and the willingness of the Parties to collaborate, incorporating new knowledge provided by the Protocol’s technical groups. It is the first treaty, in essence, to tell a story of collective public engagement, policymaker action, and business commitment.

Solomon and her team currently study chemical–climate coupling, global warming associated with anthropogenic CO₂ emissions, and the influence of the ozone hole on Southern Hemisphere climate. A member of several international scientific societies, she has received numerous awards, most recently the Future of Life Award in 2021.

2.4. The Experiments

Experiments and games, conducted with the support of scientific mentors, illustrate the effects of the climate crisis, the chemistry of energy production, and possible technological solutions for producing clean energy. A brief initial dialogue between Foote and Solomon introduces the two scientists and invites participants to reflect on advancements in women’s rights, including within science. In total, students visited four exhibits.

2.4.1. The Biosphere and the Greenhouse Effect

The first experiment emphasizes the importance of temperature for life and explains the risks associated with an excessive increase in the greenhouse effect.

The pathway begins with a biosphere, a system in which life cannot exist without external inputs such as sunlight and, consequently, adequate temperature. This example prompts participants to reflect on the fragile balance between life on Earth and human activity, introducing the concept of temperature suitable for survival.

The exhibit continues (Figure 2) by comparing two identical worlds that differ only in atmospheric CO₂ concentration, resulting in different temperatures. Gas is injected through an opening at the base of one of the two worlds. A black cardboard base simulates the Earth’s absorption of solar radiation, while a light bulb and a layer of water above the models simulate the role of the sun and cloud cover. Temperature can be measured at the base of each world. Eunice Newton Foote is the central figure of this exhibit, sharing insights from her pioneering research.

2.4.2. Sustainable House and Solar Energy

The Sustainable House (Figure 3) is an innovative example of an energy-efficient home powered entirely by renewable sources. In this hands-on exhibit, children can explore various renewable energy concepts. For example, they can generate electricity with a fruit-and-vegetable battery to power a clock, or they can light bulbs using wind energy produced by volunteers activating a wind turbine. A washing machine drum is powered by solar energy collected through two rooftop solar panels. In the garden, an electrolyzer connected to a solar panel produces hydrogen to fuel a radio-controlled electric car.

Children can also experiment with solar energy by measuring the heat generated through concentrated solar power and by testing the burning strength of parabolic mirrors. This demonstrates solar power in action while providing a tangible experience of how mirrors can amplify solar energy.

2.4.3. Bioremediation with Microalgae

This exhibit (Figure 4) presents the concept of bioremediation using microalgae. These photosynthetic organisms live in aquatic environments, where they form phytoplankton, the foundation of the aquatic food chain. The ability of microalgae to capture carbon dioxide (CO₂) through photosynthesis is harnessed here as part of a system designed to reduce CO₂ emissions from sources such as industrial fumes and biogas.

The experiment demonstrates the effects of CO₂ dissolving in water. When CO₂ is dissolved in water without algae, the pH drops rapidly, creating acidification similar to that occurring in oceans. With the addition of a pH indicator, children can observe the color change as acidity increases. However, when microalgae are present, the pH drop is slower because the algae absorb CO₂ during photosynthesis. A CO₂ concentration measurement system, connected to an Arduino board, uses colored LEDs to highlight the differences between the two conditions.

Participants can also observe algae under a microscope and explore a small-scale growth system replicating industrial algae cultivation. The presence of Susan Solomon, as both scientist and environmental advocate, reinforces the importance of scientific and technological innovation and emphasizes the collective responsibility of addressing climate challenges.

2.4.4. The Chemistry of Energy and CO₂ Reuse: The Game

Chemistry can often feel abstract and challenging, but this exhibit introduces chemical concepts through engaging, interactive games. In the first game, participants solve a puzzle by combining molecules to visualize combustion reactions, helping them understand the mechanisms of chemical change.

In the second game, children take part in a role-playing activity where they become molecules themselves. Divided into two teams, they engage in a physical challenge that simulates the chemical conversion of water and CO₂ into methane and oxygen. The team completing the most “reaction paths” (physical representations of chemical reactions) within a set time wins. This interactive activity demonstrates CO₂ reuse and e-combustion, showing how energy can be generated without releasing harmful pollutants.

The game also introduces the concept of the circular economy, where no new CO₂ is extracted from the earth or released into the atmosphere. It highlights the importance of sustainable energy solutions and the central role of chemistry in creating a cleaner, more sustainable future.

2.5. Qualitative Observations and Exploratory Analysis

A qualitative approach was adopted to explore how children engaged with the laboratory activities and to reflect on the functioning of the integrated educational design. During the sessions, the research team documented children’s participation, interactions, questions, and overall involvement in both the hands-on experiments and the storytelling moments through non-structured qualitative observation. Following the intervention, children’s drawings, collected through teacher-facilitated activities, were used as reflective materials to support the interpretation of salient aspects of the experience. Observational notes and drawings were examined descriptively to identify recurring elements and shared patterns across sessions, providing an initial understanding of how the intervention unfolded in practice. Considering the young age of the participants and the informal educational setting, adult-mediated observation was intentionally adopted as an appropriate first-level approach to documenting engagement, interaction, and emerging patterns during the intervention.

3. General Findings and Discussion

3.1. General Findings

The laboratory we designed was an exploratory intervention aimed at engaging children’s perceptions of science and climate change through a combination of hands-on experiments and storytelling. As such, the findings reported here do not constitute an evaluation of learning outcomes or attitudinal change, but rather describe qualitative observations and emerging patterns of engagement observed during the activities and in children’s post-laboratory drawings.

Across all sessions, children demonstrated high levels of attention and participation throughout the intervention. Both boys and girls actively engaged in the experiments, frequently asked questions, and expressed curiosity not only about the scientific phenomena presented but also about the scientists portrayed in the stories. This active involvement suggests that the combination of hands-on experimentation and narrative framing supported sustained engagement during the laboratory activities.

Following the laboratory, teachers invited children to produce drawings representing the activity or the exhibit that had most impressed them. In informal educational contexts, drawing is commonly used as a reflective artifact that can offer insight into what children found salient or meaningful during an experience [54]. In this study, drawings were not subjected to systematic coding or quantitative analysis; instead, they were examined qualitatively to identify recurring elements and themes.

Many drawings depicted children actively involved in scientific experimentation, often representing themselves alongside the two actresses portraying the scientists who guided the activities (Figure 5). The drawings were generally rich in detail, frequently including experimental apparatus, energy-related elements, and interactions between participants and the scientist characters. These recurring features suggest that children paid close attention to both the experimental procedures and the narrative elements of the laboratory.

A notable pattern across the drawings was the frequent inclusion of women scientists as central figures in the experimental scenes. Both boys and girls represented the actresses-scientists as active protagonists, often positioned as guides or collaborators in the experiments. Some children also depicted themselves conducting experiments, suggesting a form of identification with scientific practice. While drawing has been shown to be a useful tool for exploring representations and stereotypes related to science [54], the present study does not allow for conclusions regarding changes in perceptions of gender roles or attitudes toward science. The observed patterns are consistent with previous research suggesting that storytelling, drama, and performative elements can enhance engagement in science education for children Moreover, the interdisciplinary nature of the laboratory resonates with studies emphasizing the value of combining artistic and scientific practices to support reflective, participatory, and socially relevant learning experiences [17,55,56,57]. In this sense, the findings contribute to the literature by illustrating how such approaches can be combined in practice within an environmental education context, rather than by assessing their effectiveness.

Within the proposed educational design, science, emotion, gender, and sustainability are conceived as interconnected dimensions of a single learning experience. Hands-on experimentation provides the scientific grounding, while storytelling and theatrical performance create a narrative and emotional context that situates scientific concepts. The representation of women scientists adds a gender-aware perspective, linking science to issues of visibility and inclusion, with sustainability framing the overall educational horizon. Together, these elements form an integrated configuration that supports children’s engagement without isolating individual dimensions.

3.2. Limitations and Implications for Future Research

Given the exploratory design of the study, the findings should be interpreted with caution. A first limitation concerns the lack of systematic data collection, as the intervention was not designed to generate evaluative or outcome-based evidence. No structured qualitative coding, interviews, or quantitative instruments were employed, which limits the possibility of drawing conclusions regarding learning outcomes, attitudinal change, or gender-related differences. A second limitation relates to the limited generalizability of the findings. The intervention was conducted in a specific educational and cultural context with a relatively small number of participants, and the observations reported here cannot be assumed to be representative of broader populations or educational settings.

In addition, the study relied primarily on teacher-mediated reflections, particularly children’s drawings produced after the intervention. While drawings can offer valuable insights into what children found salient or meaningful, they remain an indirect and interpretive source of data and do not allow for systematic comparison or fine-grained analysis of individual perspectives. Finally, the study did not include follow-up measures to examine whether the observed patterns of engagement or representation persisted over time. Longitudinal designs would be necessary to investigate potential longer-term effects on children’s understanding of science, perceptions of scientific roles, or engagement with environmental issues.

Building on these limitations, future research could extend this exploratory model by adopting more structured methodological approaches, such as systematic qualitative coding of children’s productions, pre- and post-intervention questionnaires, interviews with students and teachers, and longitudinal follow-ups. Such designs would enable a more robust assessment of how integrated approaches combining hands-on learning, storytelling, and gender-aware perspectives may influence science education outcomes over time.

4. Conclusions

This paper presented an exploratory educational intervention designed to examine how hands-on scientific activities and theatrical storytelling can be integrated within an environmental education experience for children aged 6–11. Observations of children’s participation and their drawings provide initial qualitative insights into how an integrated, interdisciplinary educational design operates in practice.

The intervention highlights the potential of narrative and embodied approaches to support both cognitive and emotional engagement with scientific and environmental topics. By embedding experimentation within storytelling, scientific concepts were connected to broader social and environmental narratives. The inclusion of women scientists as central figures in the stories contributed to presenting more inclusive representations of scientific practice, while potential changes in attitudes would require longer-term investigation, ideally addressed in future projects. The incorporation of historical references, reflections on scientific discovery, and dialogic interactions between children and the actress-scientists further supported an understanding of science as a human and socially embedded endeavor, particularly in relation to complex issues such as climate change.

Given the exploratory nature of the study, the findings should be interpreted with appropriate caution. This work proposes a preliminary model that can inform future research and practice. Future studies could build on this approach by developing structured evaluation frameworks, incorporating systematic qualitative analyses, integrating teachers’ perspectives, and extending the intervention to different age groups or educational settings. From a sustainability perspective, the proposed approach aligns with UN Sustainable Development Goal 4 (Quality Education) by promoting inclusive and participatory learning experiences, and with SDG 5 (Gender Equality) by addressing gender representation in science education from an early age.