AI vs Physics: Student Perspectives in Veneto

 

Recently, I embarked on an educational journey through Veneto, visiting two schools to delve into the intriguing world of Artificial Intelligence. My first stop on January 10th was a Vicenza school, followed by a Venice school visit on the 17th. Both events attracted 50-60 students, but the audiences were distinct - the Venice school, "Liceo Marco Foscarini," catered to 16-18-year-olds, while Vicenza's audience comprised 11-13-year-olds.

The lecture content, focusing on the intersection of artificial intelligence and physics, remained constant due to time constraints. However, the differing reactions from these two age groups provided a unique comparative study. Initially, I was concerned about overwhelming the younger Vicenza students with complex topics. This concern, coupled with low expectations, perhaps colored my initial perceptions.

The Vicenza lecture was part of a series sponsored by a local academy and the Vicenza municipality. Despite the formalities and preceding speeches by the school director and the mayor, the young audience's engagement was astonishing. They listened intently to the 80-minute talk, frequently posing smart questions. Post-lecture, their curiosity persisted, bombarding me with inquiries about various aspects of the lecture, from AI to particle physics.

In Venice, while the older students also posed intriguing questions, their overall enthusiasm seemed more restrained. This observation might stem from my preconceptions or my familiarity with older students. This contrast echoes Carl Sagan's insights on youthful curiosity versus the more restrained inquiry of older students. Sagan noted the natural, enthusiastic scientific inquiry in younger children, which tends to diminish in older students who become more concerned with peer judgment and less with the joy of discovery.

I agree with Sagan's observations. Younger students often exhibit an uninhibited curiosity and willingness to engage, unburdened by peer judgment. This openness seems to diminish as they grow older, likely due to societal pressures and the desire to conform. This transition, while a natural part of growing up, is somewhat disheartening as it often leads to a decline in open, enthusiastic discourse in educational settings.

This experience in Veneto highlights the importance of nurturing curiosity and fostering an environment where questions are encouraged and valued at all educational levels. It's crucial for educators to recognize and address these changing dynamics to maintain a vibrant, inquisitive learning atmosphere.