- 53%: Changes in students’ problem-solving strategies in a course that includes context-rich, multifaceted problems
- 51%: Facilitating Students’ Problem Solving across Multiple Representations in Introductory Mechanics
- 50%: Assessing student expertise in introductory physics with isomorphic problems. II. Effect of some potential factors on problem solving and transfer
- 48%: Reasoning Modes, Knowledge Elements and Their Interplay in Optics Problem-Solving
- 47%: Resource Letter RPS-1: Research in problem solving
- 47%: Modeling Applied to Problem Solving
- 45%: Using qualitative problem-solving strategies to highlight the role of conceptual knowledge in solving problems
- 45%: Correlations among knowledge structures, force concept inventory, and problem-solving behaviors
- 45%: Effect of Problem Solutions on Students' Reasoning Patterns on Conceptual Physics Problems
- 45%: The convergence of knowledge organization, problem-solving behavior, and metacognition research with the Modeling Method of physics instruction – Part I
- 45%: The convergence of knowledge organization, problem-solving behavior, and metacognition research with the Modeling Method of physics instruction – Part II
- 45%: Students' Perceptions of Case-Reuse Based Problem Solving in Algebra-Based Physics
- 44%: Enhancing Cognitive Development through Physics Problem Solving: A Taxonomy of Introductory Physics Problems
- 43%: Expert and Novice Use of Multiple Representations During Physics Problem Solving
- 42%: Teaching Problem Solving Through Cooperative Grouping. Part 2: Designing Problems and Structuring Groups
- 42%: Representational Format, Student Choice, and Problem Solving in Physics
- 42%: Developing Thinking and Problem Solving Skills in Introductory Mechanics
- 42%: Using Reflection with Peers to Help Students Learn Effective Problem Solving Strategies
