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In this study we investigate how prior knowledge influences knowledge development during collaborative discovery learning. Fifteen dyads of students (pre‐university education, 15–16 years old) worked on a discovery learning task in the physics field of kinematics. The (face‐to‐face) communication between students was recorded and the interaction with the environment was logged. Based on students' individual judgments of the truth‐value and “testability” of a series of domain‐specific propositions, a detailed description of the “knowledge configuration” for each dyad was created before they entered the learning environment. Qualitative analyses of two dialogues illustrated that prior knowledge influences the discovery learning processes, and knowledge development in a pair of students. Assessments of student and dyad definitional (domain‐specific) knowledge, generic (mathematical and graph) knowledge …