- 28%: Epistemology, socialization, help seeking, and gender-based views in in-person and online, hands-on undergraduate physics laboratories
- 27%: Effects of emergency remote instruction during the COVID-19 pandemic on university physics students in Italy
- 27%: Undergraduate student experiences in remote lab courses during the COVID-19 pandemic
- 26%: Impacts on student learning, confidence, and affect in a remote, large-enrollment, course-based undergraduate research experience in physics
- 25%: Skills-focused lab instruction improves critical thinking skills and experimentation views for all students
- 25%: Instructor perspectives on the emergency transition to remote instruction of physics labs
- 24%: Understanding interaction network formation across instructional contexts in remote physics courses
- 23%: “Success Together”: Physics departmental practices supporting LGBTQ+ women and women of color
- 23%: Long-term collaboration with strong friendship ties improves academic performance in remote and hybrid teaching modalities in high school physics
- 22%: Network Analysis of Social Interactions in Laboratories
- 22%: Exploring Student Learning Profiles in Algebra-based Studio Physics: A Person-Centered Approach
- 22%: Practitioner’s guide to social network analysis: Examining physics anxiety in an active-learning setting
- 22%: Disciplinary significance of social caring in postsecondary science, technology, engineering, and mathematics
- 21%: Studying physics during the COVID-19 pandemic: Student assessments of learning achievement, perceived effectiveness of online recitations, and online laboratories
- 21%: Studying pedagogical practices in physics through the lens of epistemic (in)justice
- 21%: Investigating Student Communities with Network Analysis of Interactions in a Physics Learning Center
- 20%: Tools for identifying courses that support development of expertlike physics attitudes
- 20%: Not feeling recognized as a physics person by instructors and teaching assistants is correlated with female students’ lower grades
- 20%: What counts in laboratories: Toward a practice-based identity survey
