This paper presents research findings of a study on specific conceptions held by college students in an introductoryphysics course when they explain a non-sliding rotational motion from the kinematical standpoint, as a uniformlyaccelerated rectilinear motion, and from the rotational dynamics framework, as well as the role of rotational inertia inthis situation. Students’ written answers to a paper and pencil problem are analysed in the light of Vergnaud’sconceptual fields theory. The research was carried out under the qualitative paradigm in which data are grouped incategories which are not previously defined by the theoretical framework. The analysis of the results allowed theidentification of some elements of the schemes students would use to handle the task. The findings show thepotentiality of such a framework to interpret the construction processes of students’ representations, as well as todesign instructional strategies to facilitate critical meaningful learning.