Coordination of knowledge in judging animated motion

(Some reference links may require a separate subscription.)

1. Reinders Duit, Bibliography: Students’ Alternative Frameworks and Science Education (Leibniz Institute for Science Education, University of Kiel, Report 2004) (unpublished).
2. John Clement, Students' preconceptions in introductory mechanics, Am. J. Phys. 50, 66 (1982) [SPIN][INSPEC].
3. Stella Vosniadou and William F. Brewer, Mental models of the earth: A study of conceptual change in childhood, Cogn. Psychol. 24, 535 (1992).
4. Christos Ioannides and Stella Vosniadou, The changing meanings of force, Cognit. Sci. Q. 2, 5 (2002).
5. Lillian C. McDermott, Research on conceptual understanding in mechanics, Phys. Today 37 (7), 24 (1984), and references therein [INSPEC][ADS][CAS].
6. Jose P. Mestre, in Teacher Enhancement for Elementary and Secondary Science and Mathematics: Status, Issues and Problems, edited by S. J. Fitzsimmons (National Science Foundation, Washington, DC, 1994), p. 3–1, and references therein.
7. Andrea A. diSessa and Bruce L. Sherin, What changes in conceptual change, Int. J. Sci. Educ. 20, 1155 (1998).
8. S. Carey, in Conceptual Development: Piaget’s Legacy, edited by Ellin K. Scholnick (Erlbaum, Mahwah, NJ, 1999), p. 293.
9. G. Hatano and K. Inagaki, in The Handbook of Education and Human Development: New Models of Learning, Teaching, and Schooling, edited by David R. Olson (Blackwell, Cambridge, MA, 1996), p. 683.
10. Michael McCloskey, in Mental Models, edited by Dedre Gentner (Erlbaum, Hillsdale, NJ, 1983), p. 299.
11. Andrea A. diSessa, Toward an Epistemology of Physics, Cogn. Instruct. 10, 105 (1993).
12. David Hammer, Andrew Elby, Rachel E. Scherr, and Edward F. Redish, in Transfer of Learning from a Modern Multidisciplinary Perspective, edited by Jose P. Mestre (Information Age, Greenwich, CT, 2005), p. 89.
13. Andrea A. diSessa and Joseph F. Wagner, in Transfer of Learning from a Modern Multidisciplinary Perspective (Ref. [12]), p. 121.
14. Jose P. Mestre, Thomas C. Thaden-Koch, Robert J. Dufresne, and William J. Gerace, in Research on Physics Education, Proceedings of the International School of Physics “Enrico Fermi,” edited by Edward F. Redish (IOS Press, Amsterdam, 2004), p. 367.
15. Michael C. Wittmann, The object coordination class applied to wave pulses: Analyzing student reasoning in wave physics, Int. J. Sci. Educ. 24, 97 (2002).
16. We acknowledge that alternate models of student cognition might be productively used to analyze the experimental data, but will limit our inquiry to the use of coordination theory.
17. Thomas C. Thaden-Koch, A Coordination Class Analysis of College Students’ Judgments About Animated Motion, Ph.D. thesis, University of Nebraska—Lincoln, 2003.
18. Students referred to each animation by number, corresponding to the virtual button they pressed to view it. The numbers varied from student to student, so we have annotated their comments with the animation’s abbreviation (see Fig. 1 ) in square brackets.
19. This excerpt comes from the “two-ball flat-tracks” section of the interview described in Robert J. Dufresne, Jose P. Mestre, Thomas C. Thaden-Koch, William J. Gerace, and William J. Leonard, in Transfer of Learning from a Modern Multidisciplinary Perspective, edited by Jose P. Mestre (Information Age, Greenwich, CT, 2005), p. 155.
20. Andrea A. diSessa, Andrew Elby, and David Hammer, in Intentional Conceptual Change, edited by Gale M. Sinatra (Erlbaum, Mahwah, NJ, 2003), p. 237.
21. John D. Bransford, Ann L. Brown, and Rodney R. Cocking, How People Learn: Brain, Mind, Experience, and School (National Academy Press, Washington, DC, 1999).