T. C. Thaden-Koch, R. J. Dufresne, W. J. Gerace, Jose P. Mestre, W. J. Leonard
Proceedings of the 2003 Physics Education Research Conference, Madison, WI. Melville, NY: American Institute of Physics, (2004)
Abstract
We use the coordination class construct to analyze interviews in which college students judged the realism of animated depictions of balls rolling on a set of tracks. We find the elements of coordination classes (readout strategies and the causal net) useful for under-standing the interviewed students' decision-making processes. We find limited evidence for integration and invariance, the performance criteria of coordination classes.