*55%*:**Investigate Studentsâ€™ use of Boundary Conditions using Symbolic Forms***49%*:**Relationship between students' conceptual knowledge and study strategies-part I: student learning in physics***45%*:**The Role of Student Reflection in Project-based Learning Physics Courses***45%*:**Uptake of solution checks by undergraduate physics students***43%*:**Investigating Student Difficulties with Dirac Notation***43%*:**Reading between the lines: lab reports help high school students develop abilities to identify and evaluate assumptions***42%*:**Student Self-Assessment and Reflection in a Learner Controlled Environment***41%*:**Student Views of Similarity between Math and Physics Problems***40%*:**Students as Co-creators: the Development of Student Learning Networks in PeerWise***37%*:**The Effect of Initial Conditions and Discussion on Studentsâ€™ Predictions for Interactive Lecture Demonstrations***37%*:**Upper-Division Students' Use of Separation of Variables***37%*:**Examining studentsâ€™ perceptions of innovation and entrepreneurship in physics***36%*:**"After I gave students their prior knowledge" Pre-service teachers' conceptions of student prior knowledge***36%*:**Student Learning In Upper-Level Thermal Physics: Comparisons And Contrasts With Students In Introductory Courses***36%*:**What the Integral Does: Physics Students' Efforts at Making Sense of Integration***35%*:**Observations on student difficulties with mathematics in upper-division electricity and magnetism***35%*:**Student Ideas around Vector Decomposition in the Upper Division***35%*:**Student difficulties with finding the corrections to the energy spectrum of the hydrogen atom for the strong and weak field Zeeman effects using degenerate perturbation theory***34%*:**Macro-micro relationships: The missing link between electrostics and electrodynamics in students' reasoning**