Introducing talk and writing for conceptual change: a classroom study

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

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