*91%*:**Arrows as anchors: Conceptual blending and student use of electric field vector arrows***44%*:**Contrasting studentsâ€™ understanding of electric field and electric force***41%*:**Using conceptual blending to describe how students use mathematical integrals in physics***33%*:**Student use of a material anchor for quantum wave functions***33%*:**Analysis Of Shifts In Students' Reasoning Regarding Electric Field And Potential Concepts***31%*:**Studentsâ€™ understanding of dot product as a projection in no-context, work and electric flux problems***31%*:**Students' difficulties with unit vectors and scalar multiplication of a vector***31%*:**A qualitative investigation of college students' conceptions of electric fields***30%*:**Electric Multipole Field Model***29%*:**University students' conceptions of the electric and magnetic fields and their interrelationships***29%*:**Studentsâ€™ Understanding of Density: A Cognitive Linguistics Perspective***29%*:**Conceptual Understanding of Resistive Electric Circuits Among First-year Engineering Students***28%*:**Relationship between students' conceptual knowledge and study strategies-part I: student learning in physics***28%*:**Confusion by representation: On student's comprehension of the electric field concept***28%*:**The Use of Multiple Representations and Visualizations in Student Learning of Introductory Physics: An Example from Work and Energy***28%*:**Indiana University Southeast Physics Applets: Electrostatics Simulation E - Electric Field and Potential Lines***28%*:**MIT Physics 8.02: Vector Fields Visualizations - Cross Product of Two Vectors***28%*:**Electric Field: What is Wrong? Package***28%*:**Student difficulties in translating between mathematical and graphical representations in introductory physics**