Promoting argument in the science classroom: A rhetorical perspective

Abstract

This paper draws on contemporary scholarship in the field of rhetoric and on recent research in science education conducted from a rhetorical perspective. Beginning with a brief sketch of the principal ideas used in the study of rhetoric, it argues that such a perspective provides a useful insight into the aims and purposes of the science teacher, arguing that science teachers are, in essence, engaged in a process of rhetorical argument. Likewise, a rhetorical characterization of the practice of science itself shows that argument is one of its central features. Therefore, if developing epistemic goals and an understanding about science within science education is important, the consideration of argument and reasoning should be a core feature of the practice of science education. A number of problems are identified with such change, including a shortage of suitable pedagogic materials and the lack of experience of science teachers in the use of deliberative discussion. More fundamentally, it is suggested that there is an inherent contradiction between the ‘rhetoric of conclusions’ practised by science teachers and the ‘rhetoric of dialogical argument’ practised by scientists. The resolution of this contradiction can be achieved only by a radical disjuncture in the nature and form of contemporary science education.