There are more than 400 diverse students are enrolled in “Future-Creation (MIRAI)” Course.
In this section, we will focus on students who are engaged in unique activities and introduce their achievements and activities from their own perspectives.
The thirteenth student is Eiichiro Kanatsu (D2) of the Graduate School of Systems Life Sciences.
Challenge to Introduce Doctoral Research to Elementary School Students
Since the education we receive and the research we conduct are funded by taxes, we have a responsibility to share what we have gained for the common good. As a PhD student, I have been reflecting on how I can contribute to society, and I have decided to introduce the fascinating world of my research to people beyond our university. To do so, I am currently participating in a project run by Itoshima City called Kyudai-Terakoya, where I teach elementary school classes about my research and life in graduate school. The goal is to help students become familiar with university-level research, inspire an appreciation for science, and encourage them to dream about their own futures.
In these classes, I explain that DNA is the blueprint for life, encoding information in the sequence of its bases. Since the concept of my research can be difficult for pupils to grasp, I strive to engage them and maintain their attention by demonstrating a DNA extraction and visualization experiment using orange juice, showing a picture of a green-fluorescent mouse that carries the green fluorescent protein (GFP) gene, and incorporating group work during the lessons. Additionally, I make an effort to present my research achievements and discoveries in an accessible way, highlighting the excitement of conducting world-first research in a PhD program. Moreover, I use the analogy of post-replicative DNA mismatch repair and mutation-driven evolution to deliver the message, “You can correct mistakes after they happen,” “Mistakes can lead to progress,” and “Don’t be afraid to be wrong−challenge yourself!”
I have given classes at six elementary schools so far, and many students have shared with me after class that they are motivated to work harder in their studies and that they aspire to pursue research in a PhD program in the future. I believe my classes help them envision their future possibilities and spark a greater motivation to learn. I expect that my efforts will get more people to take an interest in science and, ultimately, help cultivate future scientists and advocates for publicly funded scientific research, contributing to the advancement of science and technology in Japan.
