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Physical Review Special Topics - Physics Education Research
written by Thomas C. Thaden-Koch, Robert J. Dufresne, and Jose P. Mestre
Coordination class theory is used to explain college students' judgments about animated depictions of moving objects. diSessa's coordination class theory models a "concept" as a complex knowledge system that can reliably determine a particular type of information in widely varying situations. In the experiment described here, fifty individually interviewed college students judged the realism of two sets of computer animations depicting balls rolling on a pair of tracks. The judgments of students from an introductory physics class were strongly affected by the number of balls depicted (one or two), but the judgments of students from an educational psychology class were not. Coordination analysis of interview transcripts supports the interpretation that physics students' developing physics knowledge led them to consistently miss or ignore some observations that the other students consistently paid attention to. The analysis highlights the context sensitivity and potential fragility of coordination systems, and leads to the conclusion that students' developing knowledge systems might not necessarily result in consistently improving performance.
Subjects Levels Resource Types
Education - Basic Research
- Student Characteristics
General Physics
- Physics Education Research
- Lower Undergraduate
- Reference Material
= Research study
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Format:
application/pdf
Access Rights:
Free access
Restriction:
© 2006 American Physical Society
DOI:
10.1103/PhysRevSTPER.2.020107
NSF Numbers:
9452801
0106771
PACS:
01.40.Fk
Keywords:
Computer animations, Context sensitivity, Coordination class
Record Creator:
Metadata instance created February 7, 2007 by Lyle Barbato
Record Updated:
July 13, 2013 by Lyle Barbato
Last Update
when Cataloged:
November 2, 2006
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Record Link
AIP Format
T. Thaden-Koch, R. Dufresne, and J. Mestre, Phys. Rev. ST Phys. Educ. Res. 2 (2), (2006), WWW Document, (http://dx.doi.org/10.1103/PhysRevSTPER.2.020107).
AJP/PRST-PER
T. Thaden-Koch, R. Dufresne, and J. Mestre, Coordination of knowledge in judging animated motion Phys. Rev. ST Phys. Educ. Res. 2 (2), (2006), <http://dx.doi.org/10.1103/PhysRevSTPER.2.020107>.
APA Format
Thaden-Koch, T., Dufresne, R., & Mestre, J. (2006, November 2). Coordination of knowledge in judging animated motion. Phys. Rev. ST Phys. Educ. Res., 2(2). Retrieved August 27, 2014, from http://dx.doi.org/10.1103/PhysRevSTPER.2.020107
Chicago Format
Thaden-Koch, T, R. Dufresne, and J. Mestre. "Coordination of knowledge in judging animated motion." Phys. Rev. ST Phys. Educ. Res. 2, no. 2, (November 2, 2006), http://dx.doi.org/10.1103/PhysRevSTPER.2.020107 (accessed 27 August 2014).
MLA Format
Thaden-Koch, Thomas, Robert Dufresne, and Jose Mestre. "Coordination of knowledge in judging animated motion." Phys. Rev. ST Phys. Educ. Res. 2.2 (2006). 27 Aug. 2014 <http://dx.doi.org/10.1103/PhysRevSTPER.2.020107>.
BibTeX Export Format
@article{ Author = "Thomas Thaden-Koch and Robert Dufresne and Jose Mestre", Title = {Coordination of knowledge in judging animated motion}, Journal = {Phys. Rev. ST Phys. Educ. Res.}, Volume = {2}, Number = {2}, Month = {November}, Year = {2006} }
Refer Export Format

%A Thomas Thaden-Koch
%A Robert Dufresne
%A Jose Mestre
%T Coordination of knowledge in judging animated motion
%J Phys. Rev. ST Phys. Educ. Res.
%V 2
%N 2
%D November 2, 2006
%U http://dx.doi.org/10.1103/PhysRevSTPER.2.020107
%O application/pdf

EndNote Export Format

%0 Journal Article
%A Thaden-Koch, Thomas
%A Dufresne, Robert
%A Mestre, Jose
%D November 2, 2006
%T Coordination of knowledge in judging animated motion
%J Phys. Rev. ST Phys. Educ. Res.
%V 2
%N 2
%8 November 2, 2006
%U http://dx.doi.org/10.1103/PhysRevSTPER.2.020107


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