Speaking

Why is speaking an essential component of scientific literacy?

Science is a very social process (Shwartz, Weizman, Fortus, Sutherland, Merrit, & Krajcik, 2009). To evaluate, understand and apply scientific ideas, students must be able to effectively talk science. Teachers have continually faced problems when trying to integrate speaking into their science classroom. One of the problems involves the complexity of combining science knowledge with real-world situations (Cavagnetto, 2010). Another problem is finding examples/experiences with which students are familiar. When students are familiar with the examples that are given they feel comfortable enough to talk about the examples and participate in group discussions (Deaton & Deaton, 2013).

There are several benefits of encouraging our students to communicate effectively. Talking science requires students to reason and analyze their scientific findings (Conezio & French, 2002). Because students need to be able to articulate their ideas and reason with others, they must engage in different activities that encourage them to practice their speaking skills. In science, argumentation is a "collaboration through critique" in which people engage with others in "a process of negotiating meaning" (Cavagnetto, 2010, p. 337). Argumentation is a way for scientists to evaluate ideas while they work towards "advancement of scientific knowledge" (p. 337) and students to practice their speaking skills, as well as critical thinking skills (Cavagnetto, 2010). Another benefit of argumentation is that it promotes scientific literacy by encouraging students to use cognitive processes. This approach allows students to effectively formulate scientific ideas (Cavagnetto, 2010).

Research shows that students' language skills increase the more they talk in class (Conezio & French, 2002). Group discussions are great facilitators of free-flowing conversation which benefits students in learning how to hold daily conversations. Having conversational consistency, students are able to switch between topics with ease which allows them to use different tenses as they talk. (Conezio & French, 2002). Appropriately developing these speaking skills lends to students more effectively articulating scientific concepts.

Equally as important to speaking is a student's ability to listen. Listening includes identifying and comprehending what somebody else is saying (Yagang, n.d.). Listening helps students appropriately communicate scientific ideas by evaluating "their own thinking and the thinking of others, and to reflect on ideas different from their own" (Beall, Gill-Rosier, Tate, & Matten, 2008, p.129).

As teachers, our role involves providing opportunities for students to talk in whole class discussions and small groups (Deaton & Deaton, 2013). Teachers are also responsible of creating activities that relate to students' previous knowledge and cultural background (Deaton & Deaton, 2013). Providing these types of activities peaks students' interest and improves students' involvement in discussions (Oliveira, 2010).