Overbeek is Professor of Pedagogy and conducts research on parenting, friendships and bullying. In the classroom, he spoke to the children about these topics. ‘I tried to keep it very clear and relatable,’ he explains. ‘We talked about a bullying situation, and I asked them: how would you deal with that?’

Connecting to children’s world

‘We know from pedagogy that a few things are really important to get children excited about science,’ says Overbeek. ‘And the most important is to connect to what matters in their daily lives. Friendships and social relationships are things children think about a lot. That makes those topics great starting points for talking about science. It helps show that science is about them, too.’

Not a one-way lesson

Meet The Professor is not a one-way lesson. Overbeek sees it as an exchange. ‘It’s not just about talking, but also about listening,’ he says. ‘On a day like this, I hear what children think. That’s valuable for my research. In my work, I often do research with children. We ask them how they experience certain situations – for example at school or at home. That way, they learn about science, and we learn from them.’

Stepping outside the bubble

For Overbeek, Meet The Professor is more than just a fun school visit. It shows how science and society are closely connected. ‘You engage with pupils, with teachers, with the real world. That’s important for the impact of research,’ he says.

He emphasises how valuable it is for scientists to step outside their own ‘bubble’. ‘Going to schools and talking with children helps science stay relevant and connected to the questions that matter in society.’

Curiosity comes first

According to Overbeek, curiosity is the starting point of scientific thinking. ‘I think the most important advice for children interested in science is: be curious, and ask as many questions as you can.’ Parents also play a key role: ‘Encourage that curiosity, and ask lots of questions together with your child.’

Breaking the stereotype

Many children have a cliché image of a professor. ‘I always thought of a man with crazy hair and big glasses, like on tv,’ says one pupil. But after the lesson, their view had changed. Interest was sparked, sometimes in science itself, sometimes in the topic of the lesson.

‘I think I want to do more research on this subject,’ said one child. ‘I really found what he said interesting.’ Another added: ‘Before, I didn’t want to be a scientist at all – but now it actually seems like a pretty fun job.’

Anyone can be a scientist

That’s exactly what Overbeek hopes to show. ‘I hope the children remember that science is for everyone,’ he says. ‘Anyone can become a scientist. The most important thing is to find what you’re curious about.’