I was browsing Reddit a few days ago and stumbled across this paper, the results of a peculiar study: Which expends more energy, climbing stairs one or two steps at a time?

I thought to myself, I have no idea!

What an incredible question made better by an unexpected answer. Consistent with intuition, climbing stairs two at a time requires more energy than climbing stairs one at a time. However — when you sum over the entire set of stairs, single-step climbing is more energy intensive. The results are not at all consistent with my expectations, and I think that the question is more delightful as a result.

I am here to argue that teachers should encourage their students to ask such silly questions. Unfortunately, more often they not, teachers discourage them. The questions are viewed as off-topic and are not easily answered.

We don’t have time for that. Stop playing around. You always try to steer us off-topic.

I can empathize — teachers are constantly under pressure from their administration and school board to prepare students for end-of-year standardized tests. These tests are often required for graduation or used to determine promotion to the next grade.

But this question is such a missed opportunity; it is a teachable moment. Think of all of the physics and biology required to answer it: work and energy, respiration, muscle strength, heart rate. You could easily spend days answering this question in class, and the kids would understand the content that much more deeply.

Can I do science?

What message does it send to a student when he asks a question and the teacher spends 3 days answering it? By validating students’ questions and opinions, you have signaled to them that their curiosity has merit. They can be a part of the scientific process. You have changed the classroom into a two-way street, one in which everybody is valued, and for many students, this may be the first setting in which a figure of authority has allowed them a voice.

How powerful is that?

Science is a space in which my voice matters. Maybe I can make a difference; maybe I can be successful.

I argue that by letting students ask silly questions — and by actually answering them — we can shift the way in which they view school and science. It becomes a space in which they are valued members, in which they contribute. Besides, doing science together can be a blast!

Haven’t you always wondered which is better: one step or two?