## Materials Similar to *Conceptual Growth in Engineering Practice*

*44%*:**Using Johnson-Laird's cognitive framework of sense-making to characterize engineering students' mental representations in kinematics***44%*:**Categorical framework for mathematical sense making in physics***41%*:**Using Conceptual Blending to model how we interpret computational models***38%*:**Exploring the role of conceptual scaffolding in solving synthesis problems***37%*:**Comparing undergraduate and graduate student reasoning on a conceptual entropy questionnaire***34%*:**Do prescribed prompts prime sensemaking during group problem solving?***34%*:**Students’ difficulties with solving bound and scattering state problems in quantum mechanics***34%*:**Impact of problem context on students’ concept definition of an expectation value***33%*:**The General Assessment of Problem Solving Processes and Metacognition in Physics Education***33%*:**Failure to Engage: Examining the Impact of Metacognitive Interventions on Persistent Intuitive Reasoning Approaches***33%*:**How accurate are physics students in evaluating changes in their understanding?***33%*:**Guided and Unguided Student Reflections***33%*:**Phenomenographic analysis and comparison of students’ conceptual understanding of electric and magnetic fields and the principle of superposition***33%*:**Surveying college introductory physics students’ attitudes and approaches to problem solving***32%*:**Investigation of Student Learning in Thermodynamics and Implications for Instruction in Chemistry and Engineering***32%*:**Examining inconsistencies in student reasoning approaches***31%*:**An Overview of Physics Education Research on Problem Solving***31%*:**What changes in conceptual change?***31%*:**Assessing students’ epistemic logic using clause topics during problem comparison**