Introducing talk and writing for conceptual change: a classroom study

摘要: Abstract As a naturalistic inquiry, this study has investigated in the learning environment of class fourth-graders introduction talk and writing to stimulate sustain conceptual change science domain. During implementation ecological curriculum units, for characterised small- large-group discussions about knowledge object, while learn took place individually at different times with aims. The data provide evidence that reasoning arguing collaboratively on beliefs ideas, as well individual express, clarify, reflect reason on, communicate own conceptions explanations are fruitful tools revision process. learners advanced conceptually, although not all same level scientific understanding, developed or refined metaconceptual awareness reflecting development their knowledge. Moreover, show students' perception evaluation functions instructional aims both activities, learning, which they valued making sense new concepts.