Researchers working within knowledge-in-pieces traditions have often employed observational approaches to investigate micro-processes of learning. There is growing evidence from this line of work that students intuitive thinking about physical phenom
ena is characterized more so by its diversity and flexibility than its uniformity and robustness. This characterization implies that much of the dynamics of students thinking over short timescales involve processes that stabilize local patterns of thinking, later destabilize them, and allow other patterns to form. This kind of change may only involve dynamics by which the system of intuitive knowledge settles into various states without changing the system structure itself. I describe a case study in which a group of college students shift their thinking about motion several times during a collaborative learning activity. Instead of focusing on micro-processes of change, I describe these dynamics in terms of mechanisms that contribute to local stability of students conceptual coherences.
