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1. What prompted you decide to participate in the "JSPS Science Dialogue" program?
As a senior JSPS short visit fellow it is of course an obligation to participate in such events when offered the opportunity. Besides, it is always both challenging and interesting to present scientific material for a young audience.
2. To what did you give greatest attention in preparing and giving the lecture?
As it was a plenary "introduction seminar" where other researchers had to fill in with science topics later on in a work-shop like program, I found it most important to find introductory topics that would inspire the students rather than filling them with scientific details. Also, I paid a lot of attention to bring language and contents on slides to be comprehended by high school students.
3. Did you find it difficult to give a lecture in English to Japanese students? Could you give some advice to future lecturers on how to facilitate communication with Japanese students?
Students are students; there is not so large difference between common undergraduates/beginners in the University that I am used to in Norway and special science motivated high-school students in Japan. As always when giving a presentation, the language should be easy and clear. Moreover, the slides should be prepared in a manner to explain (graphically for example) more complicated things to help the interpretation of the verbal explanation.
4. Could you give your impression with regard to participating in this program?
After my own presentation, I was surprised to hear that several students really had "got the points" as their questions where very good (although they did not know about my topic in advance). Moreover, after my own presentation I had the opportunity to walk around in the various study groups (where other JSPS fellows explained their scientific research). At first the students where shy, but thanks to their good English communication skill (the Takasaki high school students were really brilliant) I could see how their shyness gradually disappeared and finally developed into good communication with the various teachers. (The invited JSPS fellows also made a very good job here as they prepared excellent presentation materials and presentations!) The students finally made their own presentations as "reports", and it was easy to recognize that essentially all of them considerably gained in self-confidence and eagerness to communicate in English, even on stage.
5. Was it meaningful in terms of your fellowship activities?
For me it was very challenging and exciting. I have never has such a good opportunity to visit and communicate with Japanese high schools students, it was a real pleasure. As I also had the opportunity to discuss with the high school teachers I learned a lot about the Japanese high school system.
6. In what ways do you think the students benefited from the program?
Certainly they overcome "the barrier" to discuss and communicate in English, also advanced topics that are difficult to fully understand. From the variety of topics presented and discussed they certainly learned that the whole field of science is large, so no-one can be an expert on everything. So in conclusion, besides breaking the language barrier I think they gained both respect for and more interest in science.
7. Could you give some overall advice or comments to future participants in the program?
Personally, I think 90 minutes is a little too long for a plenary lecture. 60 minutes should do in order to not wear out the students' attention (and also the lecturer). In international conferences a plenary/key-note speech is rarely longer than 45 minutes (+ 15 min discussions/questions).
It is hard for both students and invited researchers to spend a full (Sat-Sun) week-end on a science camp (Saturdays and Sundays are precious days). I would suggest to start, say Friday after lunch (12.30) and have seminar program the afternoon. Then continue with group work in the evening and reports the following day, to have completed everything at 14.00 on the Saturday. In this way the time of both invited lecturers and the students would be used more efficiently.
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