Science talks are one effective tool to help children wonder about the natural world. By generating their own ideas and theories about the world, children become personally invested in seeking answers to those questions, thereby setting the stage for science investigations. A good science talk will not only stimulate thinking, but will stimulate children“s enthusiasm to discover answers on their own. Science talks can form the basis of a rich inquiry science experience. Science talks are open-ended class discussions are teacher facilitated rather than teacher directed. Science talks allow children to articulate their own ideas, and, as a group, build on each other“s ideas. A successful science talk is a genuine group thinking session, rather than a sequence of individual ideas. The teacher“s role is to model active listening and open your ears to what your children are thinking.

Science talks begin with an open-ended question that does not have an obvious right or wrong answer. The question may come from the teacher, a child, or a suggestion in a lesson plan. Ideally children sit facing each other, rather than facing the teacher. As the facilitator, the teacher should focus on the following:

• Help children connect their ideas to those previously aired. (“John, it sounds like you“re saying something a little bit different than Margaret. Can you explain that a little more?”;)
• Give extra time to children who need it to put their thoughts into words. (“Let“s be quiet and listen to what Sarah has to say.”;)
• Prevent a few children from monopolizing the discussion. (“That“s good thinking Hirona, but let“s give Jacob a turn.”;)
• Involve those who look like they“ve got something to say, but remain silent. (“I see you wiggling there Eric, would you like to add something?”;)

• Let those who prefer to remain quiet do so without pressure.

At first, science talks may feel disconcerting since it may be difficult to anticipate where the discussion is headed. It may appear very chaotic, when, in fact, the direction of the talk is quite purposeful. You may be surprised at how freely and enthusiastically the children talk, and how original their scientific theories are.

At the beginning of the school year, it may be difficult for you to take a less active teacher-directed role. However, realize that your comfort level with science talks will increase as you become a better listener and observer. Remember that even if you aren“t directing the conversation, you“re still teaching by modeling effective listening skills.

As the school year proceeds, the science talks will undergo three stages of development:

• Beginning of the year or just starting — Children talk about science in a personal manner, sharing their own experiences with science, not necessarily expanding on the ideas of others. They need help observing basic norms for group discussion.
• Middle of the year or with repeated practice — Children begin to relate their own opinions and ideas to those of others and start connecting the relationships with comments from early discussions. They may also refer to experiences and learning from science activities. The norms for discussion are being internalized.

• End of the year or mastery of discussion skills — Children direct and focus discussions with each other with less reliance on adult facilitation. They can formulate, conclude, and confidently understand the purpose of a science talk.

For more detailed information about science talks, read Talking Their Way Into Science by Karen Gallas, an educator and researcher who has done extensive research on using science talks in classrooms. (Karen Gallas. Talking Their Way Into Science: Hearing Children“s Questions and Theories, Responding with Curricula. New York: Teachers College Press, 1995.)