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This study investigated whether the Science on Stage, a theatre and drama project, taught middle-school students more about the lives and discoveries of great scientists and whether it helped them develop positive views and attitudes towards the science course and scientists. This 8-month study employed an embedded design. The sample consisted of 20 eight graders. Quantitative data were collected using a Scientists Success Test, a Scale of Attitude towards the Science Course, and a Questionnaire of Views on Scientists, and then, were analysed using a one-sample t-test and Wilcoxon signed ranks test. Qualitative data were collected through interviews with a semi-structured interview form developed by the researchers, and then, were analysed using inductive content analysis. The Science on Stage helped participants learn more about the lives and discoveries of great scientists but had no impact on their attitudes towards the science course and scientists. It contributed not only to the history of science but also to academic and personal development. It helped participants recognise scientific facts and develop social and academic skills and made them more curious and motivated about science and art. The study discussed the results with reference to the literature and made suggestions for future research.
Öcal et al. (Mon,) studied this question.