"Exploring How Students Respond to Lectures on Artificial Intelligence and Physics"

 

Over the past couple of weeks, I had the chance to visit two schools in Veneto and chat with students about Artificial Intelligence. It's a topic everyone seems keen on these days. First, on January 10th, I dropped by a school in Vicenza, and then on the 17th, I swung by a school in Venice. Both had around 50-60 students, but there was a key difference: the one in Venice, the "Liceo Marco Foscarini," was a classical high school with 16 to 18-year-olds. On the other hand, the Vicenza school was a middle school with kids aged 11 to 13.

Given the tight schedule after the holidays, my lecture content had to stay the same. The interesting part was seeing how the younger and older students would react. I must admit; I was a bit concerned that the younger ones might find it too much to handle. Looking back, my expectations may have colored my perception.

To complicate matters, my lecture was the kick-off for a series organized by a local academy, in collaboration with the Vicenza municipality. Before me, there were speeches from the school director, the mayor of Vicenza, and a couple of other intros. I was sure this was dampening the young audience's energy and interest. To my surprise, though, the middle schoolers in Vicenza not only paid full attention during my 80-minute talk but also threw in some clever questions, just as I had requested.

After the presentation, the barrage of questions continued, covering everything from artificial intelligence to particle physics, the SWGO experiment, astrophysics, and more. I lost count after around 20 questions. Even after the event, some students were hungry for more details.

In Venice, giving the same lecture, I did get some intriguing questions, but the Foscarini teens seemed a bit less thrilled about the overall topic. Perhaps it's my bias showing, and to be fair, I'm more used to high schoolers, so I knew what to expect. This aligns with something Carl Sagan once noted, shared by Phil Warnell on Facebook in response to my post about middle schoolers.

Sagan observed that younger kids are natural-born scientists, full of curiosity and enthusiasm. They ask questions without worrying about being labeled as asking 'dumb' questions. However, as they progress to high school, the joy of discovery can fade, replaced by memorizing facts and a fear of asking 'dumb' questions. Sagan emphasizes the importance of encouraging bright, curious children and giving them the tools to think.

I agree with Sagan's observations. I believe part of high schoolers' hesitancy to ask questions comes from the judgment of their peers. Before the age of 12 or 13, we haven't experienced the negative feedback that being participative might bring. As we grow, we develop a shell that makes us less willing to speak up, fearing the reactions of our friends and classmates. It's a bit sad, but it's part of our journey, shaping us for the experiences that lie ahead.

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