Tracing knowledge re-organization - A fine grain analytical framework for looking at students' developing explanations

This paper presents an analytical framework for tracing knowledge re-organization through self-generating explanations and representations. The analytical framework, inspired by the knowledge in pieces perspective (diSessa, 1993), is applied on one case study, to illustrate the type of insight the framework could provide. The scientific domain explained by the students in the case study is the phases of the moon. Pairs of students (5^th grade/11 year old) met for an hour and a half to generate and elaborate paper and pencil representations in order to explain and develop their understanding of the cause for the phases of the moon. The analysis traces the development of their explanations as an indication of their developing understanding, by tracing the re-organization of knowledge pieces throughout the process.