Trends from the Trenches: What a TV Scientist Knows About Teaching Science

By Bio-IT World Staff

July 10, 2025 | David Hewlett, renowned for portraying Dr. Rodney McKay in the Stargate franchise, recently joined Trends from the Trenches podcast to discuss the fascinating intersection of Hollywood, science communication, and lifelong learning. Hewlett and host Ari Berman explore how entertainment can serve as a powerful gateway to scientific curiosity and innovation.

Hewlett’s journey into science-adjacent roles began with his childhood fascination with Doctor Who. The PBS broadcasts in Canada included educational segments featuring scientists discussing concepts from the show, creating an early connection between science fiction and actual science in his mind. This formative experience shaped his approach to acting and eventually led to his portrayal of scientist characters throughout his career, including the beloved Dr. Rodney McKay. His ability to deliver complex scientific dialogue convincingly earned him increasingly technical lines from the Stargate writers, who wanted to see how much I could say before his head explode[ed].

What’s particularly impressive about Hewlett’s impact is how his portrayal of McKay inspired viewers to pursue careers in science and technology. He frequently encounters fans who tell him, because of your crazy Rodney McKay guy, I’m now doing physics or working in biotech. This phenomenon highlights the profound influence entertainment can have on career choices and scientific interest. The Stargate writers, whom Hewlett describes as definitely nerds, created compelling stories that balanced human elements with believable scientific concepts, making complex ideas accessible to mainstream audiences.

Beyond his acting career, Hewlett has become a passionate advocate for science education through his initiative TechBandits.org. This curiosity-driven science, technology, engineering, arts and math club evolved significantly during the pandemic, moving from in-person workshops to online platforms like Discord. Hewlett discovered that directly competing for kids’ attention against video games was futile, so he adapted by creating an environment where they could engage at their own pace. “I would talk about stuff that I found interesting and you’d hear the clicking of video games and then it would stop and they’d go ‘whoa, whoa, wait, what was that?’” The approach acknowledges that genuine learning often happens when curiosity is naturally sparked rather than forced.

One of Hewlett’s most innovative educational approaches involves escape room-style learning experiences. The University of Toronto recently received a grant to study the effectiveness of escape puzzle learning for biology education, inspired by Hewlett’s work. This alternative to traditional testing resonates with Hewlett’s own learning struggles: “Why isn’t this my final exam instead of a piece of paper?” It represents a broader philosophy that learning, while sometimes uncomfortable, should remain engaging and connected to real-world application.

Throughout the conversation, Hewlett emphasizes the critical importance of effective science communication. The COVID-19 pandemic demonstrated how poorly understood the scientific process is among the general public, with many people expecting definitive answers rather than evolving understanding. Science unfolding in real time confused those unfamiliar with how scientific knowledge develops incrementally. Hewlett argues that scientists need to better communicate the human stories behind their work to build trust and understanding. “I think understanding the people and the story behind these inventions will turn CRISPR into the potential world-changing technology that it is, as opposed to this ridiculous backlash from people who don’t understand what’s going on.”

Looking toward the future, Hewlett expresses excitement about brain-computer interfaces, assistive technologies, and the potential for artificial intelligence to help process vast amounts of scientific data. His collaboration with Lance Carr on accessibility technology demonstrates his commitment to inclusivity in technological advancement. As a self-described high school dropout who has always loved learning, Hewlett embodies the principle that curiosity-driven education transcends traditional academic structures and continues throughout life.

As Hewlett succinctly puts it: “Lead with curiosity, not judgment.” This philosophy, coupled with his genuine enthusiasm for scientific discovery, offers a powerful model for engaging broader audiences with complex scientific concepts through storytelling and accessible communication.