The purpose of the study was to identify which features of children\'s discourse between peers lead to the development of thought and the formation of scientific concepts, analyzing the function and structure of discourse in the context of peer collaborative learning. Children\'s discourse has two different functions; the univocal function which is characterized as the accurate transmission of information and communication without misunderstanding between speakers and listeners, and the dialogic function which is characterized as dynamic transactions among different voices representing different viewpoints and beliefs, and the listener\'s transformative understanding of the text produced by the speaker. The current study suggests that the discourse which is related to the construction of meaning is the discourse where children extend and elaborate their own ideas using others\' voices as a thinking device. That is, at the level of talk and relationship between participants, the most productive and effective pattern of discourse for the advancement of thoughts and understanding is exploratory talk which is composed of children\'s challenge to others\' viewpoints, requests for clarification, explanation of their own positions and justification, and also collaborative relationship where participants try to co-construct new concepts and jointly solve the given problems. Considering that this kind of discourse is rarely practiced in the formal educational setting, it is emphasized that we provide children with the learning context where they can freely utilize other children\'s voices, opinions, and thoughts to make a better sense of the world.