Episode Transcript
Available transcripts are automatically generated. Complete accuracy is not guaranteed.
Speaker 1 (00:00):
We are two incredible scientists are taking hands on science
(00:05):
into some of the northern territories, most remote corners. And
doctor Sanou your Dove the Northern Territories twenty twenty five
superstar of Stem Stem and Molecular Scientists, Doctor Asher Tonkin
reeves they've already delivered more than twenty five workshops across
the top end wa as Well and far North Queensland.
(00:28):
Now joining me in the studio right now is doctor
Sanou your dove.
Speaker 2 (00:32):
Good morning to you, Good morning, thanks for having me.
Speaker 1 (00:35):
It is lovely to have you in the studio. Now
you have been into as I understand it, eighteen remote
schools already Tell me a little bit more about what
you do when you get out to the schools.
Speaker 2 (00:47):
There's a lot we do and it keeps changing wherever
we are. Like every school is different, in every classroom
is different, yep. But we go out to these very
remote regional schools. We contact the school teachers and then
we contact First Nations, you know, engagement officers and indigenous
rangers and there's elders in the classroom as well, so
like everyone comes together and then we set up our
(01:08):
science experiments so students get to do like their hands
on activities and science experiments. So it's a lot that
we do, and it keeps changing where we are and
what year we are working with. So we worked with
year two to year twelve now, so every time and
we are there, we just see what the students are
interested in, and then we modify the activities.
Speaker 1 (01:26):
Yeeh, I's going to say, you'd have to change it
as well based on their ages, wouldn't you what they're
interested in?
Speaker 2 (01:31):
Yeah, for sure. So we do have like a kind
of common workflow. So like when we go out in
the school, we talk about like what bisecurity is, why
it's important to protect the country, and like you know,
why we have to talk about invasive species and why
we have to detect them, and then we like straight
into jump into like you know, the hands on activities.
They go out and they set up some traps and
(01:52):
they bring insects back, and then we have microscopes in
the room, so there are lots of microscopes and they
put their insects there and they just watch insects under
that and they're like always fascinated, like how big the
eyes look, yeah, how cool the wings are yep? And
then we talk about DNA and you know why DNA
is important and how it helps to understand and identify
the species. Yeah, and then we do a bit of
(02:15):
like hands on DNA extraction demonstrations, so they get to
wear the lab coats and like the glass and they
get super excited. Yeah, and then we visualize DNA with them.
So yeah, it's a lot of different things that we do.
Speaker 1 (02:27):
Awesome. I love that, Like I love that real hands
on learning, and I think that it's such a great
way for young people and older people to learn. Like
I know, I'm much more engaged if it's a hands
on approach And I would imagine that the students absolutely
love you guys going into their communities and teaching them
all about this.
Speaker 2 (02:45):
Yeah, oh absolutely. I mean when we are there, the
classroom's environment is like super inclusive, you know, it's super fun.
Everyone's there to learn and do something. And the reaction
I get from students is just like so over overwhelopingly positive.
They come to me and they're like, oh so like
ce miss, this is like the wing, Miss, this is
(03:06):
the DNA, and like my DNA is more than this DNA.
Like they becoming comfort and they're like, are you going
to come back and like you know, how are you
going to do this? And like how can we become
a scientist? And it's just so much fun and then
it's just like very you know, and everyone want to
learn and do something.
Speaker 1 (03:25):
Yeah, tell me which like what areas have you been to?
What communities have you been to?
Speaker 2 (03:30):
Uh So, Yeah, we've we've been to Final with Queensland
and also like Totters Straits. We've there are lots of
different names that at the stop of my mind is
just like you know, we've been to lock Up River Raccoon,
We've been to Kenes and areas around knes Uh. We've
been to like in Northern Territory. We've been to like
Nolan Bay, We've been to Non Marianga. We've been to
(03:50):
like Tea Islands and also in West in Australia as
we've been to Kimberlear area, Halls Creek. Just last two
weeks ago we were in Hall's Creek and Fitzer Cross
and just last week we were on TV Island. So
and next week we are going to Alice Springs and
we hope to engage with like hundreds of students there.
Speaker 1 (04:09):
How did this program come about?
Speaker 2 (04:13):
It.
Speaker 1 (04:13):
I mean, you've how long have you been working on it?
Speaker 2 (04:16):
Since last year? But it's been in like you know
that It's been brewing in my mind for a long
long time. Yeah, because I'm really like, I'm really interested
in talking about STEM and science communication. So when I
moved to Dowwin almost like four years ago, I was like,
you know, I need to do something around the schools
(04:37):
and things like that. So you know, it's been brewing
in my mind for so long. And then just last
year I had like some funding support and then I
was just like, yeah, this is the time, let's do it.
Speaker 1 (04:46):
And so what's it been like for you?
Speaker 2 (04:48):
Then?
Speaker 1 (04:49):
For you and Asha to be able to get out
there into the communities and see this idea come to fruition.
Speaker 2 (04:57):
To be honest, like every time we're there, we feel
so grateful that we get to do something we love doing.
So this is like you know with scientists and you know,
we just love to talk about science. And then when
we are there and we see students enjoying it a
lot and asking us those really amazing questions and like
exploring things, they take their own like you know those
(05:18):
lenses like the microscope lenses, and they go out and
and they just look at those different things and they
talk to us about all these different things. So it's
a very it's a you know, it's just transformative for everyone. Yeah,
wonderful And yeah, it's it's such a great feeling when
we're there and learn as well. Like for us as well,
it's been a very big learning experiences.
Speaker 1 (05:39):
Yeah, right, and what why why has it been a
learning experience for you?
Speaker 2 (05:43):
Because you know, nothing, like it's not one thing that
works everywhere.
Speaker 1 (05:46):
Yeah, you have.
Speaker 2 (05:47):
To modify sometimes, you have to like you know, do
very rapid changes. Like we just feel how the environment
is and how what students might want to do next,
So we kind of have to improvise on the spot
a lot. And then with times as well, sometimes we
have short duration, longer duration. Sometimes we need like you know,
a bit more time to do one thing, so they
(06:07):
keep doing one thing longer. Then we have to like
you know, at just the net help adjusted. So we
go with the flow, and that's something we had to
like kind of learn as we as we go.
Speaker 1 (06:17):
And what's it like for you? And also you know,
also for doctor Tonkin Raves to be able to get
out into those communities and then see how excited the
people in the communities, particularly the kids are when they
get to use things like microscopes and when they're learning
about DNA. What's it like for you then, as a
(06:37):
scientist to be able to share that, Oh, it's.
Speaker 2 (06:40):
Just it's just it's just an amazing feeling, like this
is something I never got to do when I was
growing up, Like, you know, I didn't know what I
wanted to do, and I just didn't know how science
looks like. And you know, it's just getting to do
those handsome experience and like those experiments and talking to
like even just it sounds like a simple thing, but
talking to a scientists like, you know, for me, it
(07:02):
was a big deal. So every time when I'm there
and I see students doing these things and getting excited
about it, and I feel hopeful. But I feel really
hopeful that there's there's a lot of scientists in like
come in in next generation and they are really there
and they enjoy science as much as everyone else in
this world, and and they're very keen to learn and
(07:23):
do things.
Speaker 1 (07:24):
So yeah, yeah, well that was going to be my
next question. Do you hope that you sort of ignite
this spark in the kids that you know that they
might think to themselves, well, I want to study science.
Speaker 2 (07:35):
I hope so like because you know, every time I
go there, there are there are a couple of students
and they like, you know, ask me. So I get
asked by like, you know, students like how do I become,
for example, like a molecular scientist? Or how do I
become a marine scientist? You know, I really because you know,
sometimes there's there's the seas right there, and there's a
lot of strong connection to like the sea. So students
(07:58):
come and they just asked like, oh, how do we
how do we become marine scientists? And how do we
do this? And how does it all work? And you're
just asking those curious questions. Uh, and I feel really
happy and excited and people that you know, there's some
bit of that conversation you know on So Yeah, it's
it's crazy.
Speaker 1 (08:16):
It sounds like such a great, great program. Now what's
next for the community science project? And if like you know,
I ask our other schools able to get involved.
Speaker 2 (08:28):
Yeah, so we received quite like you know a lot
of interest from schools and like it's always like schools
and the curriculum and everything is too tight and everyone
is like, you know, busy, but school's been like so
generous welcoming us and you know, have their time. So
the next thing is like, you know, go and engage
with more and more schools. We've done some activities in
(08:50):
urban areas as well, like you know in Darwin, so
we want to do like expand it to a lot
more areas, a lot more schools and engage with a
lot more students everywhere, like not just not just in
this area, but across the north.
Speaker 1 (09:04):
So yeah, how wonderful. Well, doctor Sonu, your dove superstar
of STEM and Molecular Biosecurity scientist. It has been lovely
to speak to you this morning. I really love speaking
to people who are passionate about what they do. And
I can tell you know from the moment you started
talking about this program, you love your job and that
is such a wonderful thing to see. How great for
(09:26):
all of those students that you come into contact with.
Speaker 2 (09:29):
Thank you so much. Yeah, you know, it's just it's
just amazing experience for everything everyone and I love science,
so you know, it's just it's just like I love
talking about science and doing science. It's a dream come true.
Speaker 1 (09:40):
It is all. It's so lovely to speak to you
this morning. Thank you for coming in and thanks for
bringing your positivity. I really love it. It's been wonderful
to talk to you.
Speaker 2 (09:48):
Thank you for having me.
Speaker 1 (09:49):
Thank you so much.
We are two incredible scientists are taking hands on science
(00:05):
into some of the northern territories, most remote corners. And
doctor Sanou your Dove the Northern Territories twenty twenty five
superstar of Stem Stem and Molecular Scientists, Doctor Asher Tonkin
reeves they've already delivered more than twenty five workshops across
the top end wa as Well and far North Queensland.
(00:28):
Now joining me in the studio right now is doctor
Sanou your dove.
Speaker 2 (00:32):
Good morning to you, Good morning, thanks for having me.
Speaker 1 (00:35):
It is lovely to have you in the studio. Now
you have been into as I understand it, eighteen remote
schools already Tell me a little bit more about what
you do when you get out to the schools.
Speaker 2 (00:47):
There's a lot we do and it keeps changing wherever
we are. Like every school is different, in every classroom
is different, yep. But we go out to these very
remote regional schools. We contact the school teachers and then
we contact First Nations, you know, engagement officers and indigenous
rangers and there's elders in the classroom as well, so
like everyone comes together and then we set up our
(01:08):
science experiments so students get to do like their hands
on activities and science experiments. So it's a lot that
we do, and it keeps changing where we are and
what year we are working with. So we worked with
year two to year twelve now, so every time and
we are there, we just see what the students are
interested in, and then we modify the activities.
Speaker 1 (01:26):
Yeeh, I's going to say, you'd have to change it
as well based on their ages, wouldn't you what they're
interested in?
Speaker 2 (01:31):
Yeah, for sure. So we do have like a kind
of common workflow. So like when we go out in
the school, we talk about like what bisecurity is, why
it's important to protect the country, and like you know,
why we have to talk about invasive species and why
we have to detect them, and then we like straight
into jump into like you know, the hands on activities.
They go out and they set up some traps and
(01:52):
they bring insects back, and then we have microscopes in
the room, so there are lots of microscopes and they
put their insects there and they just watch insects under
that and they're like always fascinated, like how big the
eyes look, yeah, how cool the wings are yep? And
then we talk about DNA and you know why DNA
is important and how it helps to understand and identify
the species. Yeah, and then we do a bit of
(02:15):
like hands on DNA extraction demonstrations, so they get to
wear the lab coats and like the glass and they
get super excited. Yeah, and then we visualize DNA with them.
So yeah, it's a lot of different things that we do.
Speaker 1 (02:27):
Awesome. I love that, Like I love that real hands
on learning, and I think that it's such a great
way for young people and older people to learn. Like
I know, I'm much more engaged if it's a hands
on approach And I would imagine that the students absolutely
love you guys going into their communities and teaching them
all about this.
Speaker 2 (02:45):
Yeah, oh absolutely. I mean when we are there, the
classroom's environment is like super inclusive, you know, it's super fun.
Everyone's there to learn and do something. And the reaction
I get from students is just like so over overwhelopingly positive.
They come to me and they're like, oh so like
ce miss, this is like the wing, Miss, this is
(03:06):
the DNA, and like my DNA is more than this DNA.
Like they becoming comfort and they're like, are you going
to come back and like you know, how are you
going to do this? And like how can we become
a scientist? And it's just so much fun and then
it's just like very you know, and everyone want to
learn and do something.
Speaker 1 (03:25):
Yeah, tell me which like what areas have you been to?
What communities have you been to?
Speaker 2 (03:30):
Uh So, Yeah, we've we've been to Final with Queensland
and also like Totters Straits. We've there are lots of
different names that at the stop of my mind is
just like you know, we've been to lock Up River Raccoon,
We've been to Kenes and areas around knes Uh. We've
been to like in Northern Territory. We've been to like
Nolan Bay, We've been to Non Marianga. We've been to
(03:50):
like Tea Islands and also in West in Australia as
we've been to Kimberlear area, Halls Creek. Just last two
weeks ago we were in Hall's Creek and Fitzer Cross
and just last week we were on TV Island. So
and next week we are going to Alice Springs and
we hope to engage with like hundreds of students there.
Speaker 1 (04:09):
How did this program come about?
Speaker 2 (04:13):
It.
Speaker 1 (04:13):
I mean, you've how long have you been working on it?
Speaker 2 (04:16):
Since last year? But it's been in like you know
that It's been brewing in my mind for a long
long time. Yeah, because I'm really like, I'm really interested
in talking about STEM and science communication. So when I
moved to Dowwin almost like four years ago, I was like,
you know, I need to do something around the schools
(04:37):
and things like that. So you know, it's been brewing
in my mind for so long. And then just last
year I had like some funding support and then I
was just like, yeah, this is the time, let's do it.
Speaker 1 (04:46):
And so what's it been like for you?
Speaker 2 (04:48):
Then?
Speaker 1 (04:49):
For you and Asha to be able to get out
there into the communities and see this idea come to fruition.
Speaker 2 (04:57):
To be honest, like every time we're there, we feel
so grateful that we get to do something we love doing.
So this is like you know with scientists and you know,
we just love to talk about science. And then when
we are there and we see students enjoying it a
lot and asking us those really amazing questions and like
exploring things, they take their own like you know those
(05:18):
lenses like the microscope lenses, and they go out and
and they just look at those different things and they
talk to us about all these different things. So it's
a very it's a you know, it's just transformative for everyone. Yeah,
wonderful And yeah, it's it's such a great feeling when
we're there and learn as well. Like for us as well,
it's been a very big learning experiences.
Speaker 1 (05:39):
Yeah, right, and what why why has it been a
learning experience for you?
Speaker 2 (05:43):
Because you know, nothing, like it's not one thing that
works everywhere.
Speaker 1 (05:46):
Yeah, you have.
Speaker 2 (05:47):
To modify sometimes, you have to like you know, do
very rapid changes. Like we just feel how the environment
is and how what students might want to do next,
So we kind of have to improvise on the spot
a lot. And then with times as well, sometimes we
have short duration, longer duration. Sometimes we need like you know,
a bit more time to do one thing, so they
(06:07):
keep doing one thing longer. Then we have to like
you know, at just the net help adjusted. So we
go with the flow, and that's something we had to
like kind of learn as we as we go.
Speaker 1 (06:17):
And what's it like for you? And also you know,
also for doctor Tonkin Raves to be able to get
out into those communities and then see how excited the
people in the communities, particularly the kids are when they
get to use things like microscopes and when they're learning
about DNA. What's it like for you then, as a
(06:37):
scientist to be able to share that, Oh, it's.
Speaker 2 (06:40):
Just it's just it's just an amazing feeling, like this
is something I never got to do when I was
growing up, Like, you know, I didn't know what I
wanted to do, and I just didn't know how science
looks like. And you know, it's just getting to do
those handsome experience and like those experiments and talking to
like even just it sounds like a simple thing, but
talking to a scientists like, you know, for me, it
(07:02):
was a big deal. So every time when I'm there
and I see students doing these things and getting excited
about it, and I feel hopeful. But I feel really
hopeful that there's there's a lot of scientists in like
come in in next generation and they are really there
and they enjoy science as much as everyone else in
this world, and and they're very keen to learn and
(07:23):
do things.
Speaker 1 (07:24):
So yeah, yeah, well that was going to be my
next question. Do you hope that you sort of ignite
this spark in the kids that you know that they
might think to themselves, well, I want to study science.
Speaker 2 (07:35):
I hope so like because you know, every time I
go there, there are there are a couple of students
and they like, you know, ask me. So I get
asked by like, you know, students like how do I become,
for example, like a molecular scientist? Or how do I
become a marine scientist? You know, I really because you know,
sometimes there's there's the seas right there, and there's a
lot of strong connection to like the sea. So students
(07:58):
come and they just asked like, oh, how do we
how do we become marine scientists? And how do we
do this? And how does it all work? And you're
just asking those curious questions. Uh, and I feel really
happy and excited and people that you know, there's some
bit of that conversation you know on So Yeah, it's
it's crazy.
Speaker 1 (08:16):
It sounds like such a great, great program. Now what's
next for the community science project? And if like you know,
I ask our other schools able to get involved.
Speaker 2 (08:28):
Yeah, so we received quite like you know a lot
of interest from schools and like it's always like schools
and the curriculum and everything is too tight and everyone
is like, you know, busy, but school's been like so
generous welcoming us and you know, have their time. So
the next thing is like, you know, go and engage
with more and more schools. We've done some activities in
(08:50):
urban areas as well, like you know in Darwin, so
we want to do like expand it to a lot
more areas, a lot more schools and engage with a
lot more students everywhere, like not just not just in
this area, but across the north.
Speaker 1 (09:04):
So yeah, how wonderful. Well, doctor Sonu, your dove superstar
of STEM and Molecular Biosecurity scientist. It has been lovely
to speak to you this morning. I really love speaking
to people who are passionate about what they do. And
I can tell you know from the moment you started
talking about this program, you love your job and that
is such a wonderful thing to see. How great for
(09:26):
all of those students that you come into contact with.
Speaker 2 (09:29):
Thank you so much. Yeah, you know, it's just it's
just amazing experience for everything everyone and I love science,
so you know, it's just it's just like I love
talking about science and doing science. It's a dream come true.
Speaker 1 (09:40):
It is all. It's so lovely to speak to you
this morning. Thank you for coming in and thanks for
bringing your positivity. I really love it. It's been wonderful
to talk to you.
Speaker 2 (09:48):
Thank you for having me.
Speaker 1 (09:49):
Thank you so much.
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