- 57%: Knowledge Structure and Problem Solving in Physics
- 55%: Correlations among knowledge structures, force concept inventory, and problem-solving behaviors
- 52%: Enhancing Cognitive Development through Physics Problem Solving: A Taxonomy of Introductory Physics Problems
- 50%: Using qualitative problem-solving strategies to highlight the role of conceptual knowledge in solving problems
- 49%: Differences in the Problem Solving of Stronger and Weaker Novices in Physics: Knowledge, Strategies, or Knowledge Structure?
- 47%: Reasoning Modes, Knowledge Elements and Their Interplay in Optics Problem-Solving
- 45%: From fragmented knowledge to a knowledge structure: Linking the domains of mechanics and electromagnetism
- 44%: Use Of Structure Maps To Facilitate Problem Solving In Algebra-Based Physics
- 44%: Knowledge organization and activation in physics problem solving
- 43%: Assessing student expertise in introductory physics with isomorphic problems. II. Effect of some potential factors on problem solving and transfer
- 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
- 42%: Teaching Problem Solving Through Cooperative Grouping. Part 2: Designing Problems and Structuring Groups
- 42%: Why solve problems? Interviewing College Faculty About the Learning and Teaching of Problem Solving
- 42%: Changes in students’ problem-solving strategies in a course that includes context-rich, multifaceted problems
- 42%: Synthesis problems: role of mathematical complexity in students' problem solving strategies
- 42%: Measuring the effectiveness of online problem-solving tutorials by multi-level knowledge transfer
- 41%: Using the context of physics problem-solving to evaluate the coherence of student knowledge
- 40%: The convergence of knowledge organization, problem-solving behavior, and metacognition research with the Modeling Method of physics instruction – Part I
- 40%: The convergence of knowledge organization, problem-solving behavior, and metacognition research with the Modeling Method of physics instruction – Part II
