Talk and Argue

Talk and argument – common words in everyday events, but with uncommon meanings in the science classroom.

“Talk” is often something teachers don’t want. “Stop talking.” “Don’t talk.” The implication is that the student simply needs to listen and absorb what the teacher says.

“Argument” happens in an arena, a combative venue. There’s a winner and a loser. The argument is designed for one to prevail over the other.

But in an inquiry-based classroom, talk and argument are desirable parts of the process. “Talk” means to explore assumptions and new information for accuracy and understanding. It's exploration…searching for something not known.

“Argument” (or argumentation) means to lay out contexts, information new and old, and welcomes participation by all. Newbies are welcome; science advances nowhere if only the long-credentialed are heard.

Most traditional classrooms use what’s been called the I.R.E. approach – the teacher Initiates, the student Responds, and the teacher Evaluates.

“What is water made of?”

“Hydrogen and oxygen.”

“Yes.”

This approach might seem to work when dealing with known facts and tables. But it limits the student to what the teacher knows and approves of. Instead of a horizon, there’s a wall.

In an inquiry-based classroom, using scientific talk and argument means the teacher guides the discussion, not approves or disapproves of the information spoken.

“Let me see if I understand. You said….”

“Does anyone agree or disagree?

“Can you tell me more?”

There’s always room for correction; after all, no matter how earnest the discussion, a water molecule doesn’t contain nitrogen. But instead of announcing that fact, the teacher can steer the exploration so the students find out for themselves.

Often, I think, teachers use the I.R.E. approach because it’s efficient.

“Yes.” “No.” “Usually.” “No.” “Yes.”

But if the ultimate luxury is time, then teachers owe it to their students to be inefficient, lavishing time on them, so they discover for themselves.

Teachers need to wait.

And wait.

Hear the wheels turn.

And wait a bit more.

Humans don’t learn to walk in a day, or to build a car in a week. It takes time to reflect, explore, accept and reject, and move on.

So, as I purpose and prepare to teach, I need to steer away from the efficient and what I've always thought of as desirable. Slow down, David, and bring on the talk and arguments.