*48%*:**Students' models of Newton's second law in mechanics and electromagnetism***42%*:**A Summary of Students' Mental Models and Their Applications in Contexts Pertaining to Newton's II law***38%*:**Video Modeling: Combining Dynamic Model Simulations with Traditional Video Analysis***38%*:**Modeling students’ conceptual understanding of force, velocity, and acceleration***37%*:**Using the Lunar Phases Concept Inventory to Investigate College students' Pre-instructional Mental Models of Lunar Phases***36%*:**Towards a Model-based Diagnostic Instrument in Electricity and Magnetism: An Example***35%*:**Model analysis: Representing and assessing the dynamics of student learning***33%*:**Using the System Schema Representational Tool to Promote Student Understanding of Newton's Third Law***33%*:**Why can't I find Newton's Third Law? Case studies of students' use of the web as a science resource***33%*:**Modeling student thinking: An example from special relativity.***32%*:**Rasch model based analysis of the Force Concept Inventory***30%*:**Preliminary Studies on Students' Understanding of Electricity and Magnetism for the Development of a Model Dased Diagnostic Instrument***30%*:**Newton's Law of Cooling Model***30%*:**Learning, retention, and forgetting of Newton’s third law throughout university physics***30%*:**The kinds of mental representations - models, propositions and images - used by college physics students regarding the concept of field***30%*:**Probing physics students' conceptual knowledge structures through term association***30%*:**Assessing student learning of Newton's laws: The Force and Motion Conceptual Evaluation and the Evaluation of Active Learning Laboratory and Lecture Curricula***30%*:**Investigating student understanding of quantum physics: Spontaneous models of conductivity***30%*:**Fluctuations in Student Understanding of Newton’s 3rd Law**