*58%*:**Potential difference and current in simple electric circuits: A study of student’s concepts***56%*:**Student's understanding of voltage in simple parallel electric circuits***56%*:**Students' understanding of voltage in simple series electric circuits***54%*:**Macroscopic phenomena and microscopic processes: Student understanding of transients in direct current electric circuits***54%*:**Conceptual Understanding of Resistive Electric Circuits Among First-year Engineering Students***53%*:**A study on the impact of real, virtual and comprehensive experimenting on students’ conceptual understanding of DC electric circuits and their skills in undergraduate electricity laboratory***52%*:**Voltage is the Most Difficult Subject for Students in Physics by Inquiry's Electric Circuits Module***48%*:**PhET Teacher Ideas and Activities: Properties of Electric Circuits Using Only Circuit Construction Kit (CCK)***47%*:**Cirque du Circuit: A Unit on Electric Circuits for High School Physics***44%*:**Effects of conceptual assignments and conceptual change discussions on students' misconceptions and achievement regarding force and motion***44%*:**Student Performance in a Keller-Plan Course in Introductory Electricity and Magnetism***44%*:**Students' difficulties with equations involving circuit elements***44%*:**Students’ conversion from electric field line diagrams to other representations***44%*:**The effect of similar surface features on students’ understanding of the interaction of charges with electric and magnetic fields***44%*:**Identifying student conceptual resources for understanding electric current***43%*:**Conceptions of French pupils concerning electric circuits: structure and evolution***43%*:**Professors' and students' conceptualizations of the learning task in introductory physics courses***43%*:**University students' conceptions of the electric and magnetic fields and their interrelationships***43%*:**Strong preference among graduate student teaching assistants for problems that are broken into parts for their students overshadows development of self-reliance in problem-solving**