*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%*:**Assessing student learning of Newton's laws: The Force and Motion Conceptual Evaluation and the Evaluation of Active Learning Laboratory and Lecture Curricula***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%*:**Evaluation of high school Cambodian students’ comprehension of the projectile trajectory using the model analysis technique***33%*:**Using Conceptual Blending to model how we interpret computational models***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.***33%*:**Making Models of Measurement Tools: Examples from Think-Aloud Student Interviews***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%*:**Changing Student Conceptions of Newton's Laws Using Interactive Video Vignettes**