*43%*:**Impact of problem context on students’ concept definition of an expectation value***37%*:**Using Johnson-Laird's cognitive framework of sense-making to characterize engineering students' mental representations in kinematics***35%*:**Relationship between students' conceptual knowledge and study strategies-part I: student learning in physics***33%*:**Student understanding of quantum mechanical expectation values in two different curricula***33%*:**How expectations of confirmation influence students’ experimentation decisions in introductory labs***32%*:**Contextual details, cognitive demand and kinematic concepts: exploring concepts and characteristics of student-generated problems in a university physics course***31%*:**Exploring Students' Conceptions of Density: Assessing Nonmajors' Understanding of Physics***31%*:**Student Difficulties with Graphical Representations of Negative Values of Velocity***31%*:**Students' choices when solving expectation value problems***30%*:**Analytic framework for students’ use of mathematics in upper-division physics***29%*:**The use of ACER to develop and analyze student responses to expectation value problems***29%*:**Using machine learning to identify the most at-risk students in physics classes***29%*:**Using metacognitive prompts to explore student reasoning trajectories***29%*:**Adapting a theoretical framework for characterizing students' use of equations in physics problem solving***29%*:**Mapping university students’ epistemic framing of computational physics using network analysis***29%*:**Reading between the lines: lab reports help high school students develop abilities to identify and evaluate assumptions***29%*:**Using Conceptual Blending to model how we interpret computational models***28%*:**Student difficulties with determining expectation values in quantum mechanics***28%*:**Using student-generated content to engage students in upper-division quantum mechanics**