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.
Presto et al. (Wed,) studied this question.