- 49%: Investigation of students' reasoning regarding heat, work, and the first law of thermodynamics in an introductory calculus-based general physics course
- 46%: Instructors' reasons for choosing problem features in a calculus-based introductory physics course
- 45%: Studying Transfer Of Scientific Reasoning Abilities
- 45%: Reforming a large lecture modern physics course for engineering majors using a PER-based design
- 39%: Scientific abilities and their assessment
- 38%: Student Reasoning Regarding Work, Heat, and the First Law of Thermodynamics in an Introductory Physics Course
- 37%: Comparison of student expectations in introductory calculus-based physics courses
- 37%: Reliability, compliance, and security in web-based course assessments
- 37%: FCI normalized gain, scientific reasoning ability, thinking in physics, and gender effects
- 36%: The combined effect of mathematics skills and formal operational reasoning on student performance in the general physics course
- 36%: Relations between representational consistency, conceptual understanding of the force concept, and scientific reasoning
- 35%: Comparative reasoning abilities of college students
- 35%: How long does it take? A study of student acquisition of scientific abilities
- 35%: Changing Scientific Reasoning and Conceptual Understanding in College Students
- 34%: Developing the learning physical science curriculum: Adapting a small enrollment, laboratory and discussion based physical science course for large enrollments
- 34%: Design and reflection help students develop scientific abilities: Learning in introductory physics laboratories
- 33%: Curriculum Design for the Algebra-Based Course: Just Change the ‘D’s to Deltas?
- 33%: Developing an Inquiry-Based Physical Science Course For Preservice Elementary Teachers
- 33%: Documenting the use of expert scientific reasoning processes by high school physics students
