Research-based instructional strategies often use fictionalized student dialogues (FSD) to encourage students to explore diverse ideas and perspectives. This study investigates the effectiveness of one such FSD in facilitating the exploration of alternative perspectives on the change in speed of a cart tapped by a finger. In one perspective, change occurs continuously during the tap, while in the other, change occurs instantaneously. We collected classroom video of eight groups discussing the FSD, and apply the socio-metacognitive framework of Borges et al. in our analysis. Five groups exhibit moderate- to high-level exploration of the contrasting perspectives, including one group that challenges the instantaneous perspective by drawing on the real-world experience of driving a car. Conversely, groups with low- to moderate-level exploration discontinued exploration upon seeking the "right" answer. Findings suggest that FSDs can support the exploration of alternative perspectives, and that instructors can enhance exploration by emphasizing real-world experiences and discouraging "answer-making."