*42%*:**Using conceptual blending to describe how students use mathematical integrals in physics***39%*:**Model analysis of fine structures of student models: An example with Newton's third law***39%*:**Arrows as anchors: Conceptual blending and student use of electric field vector arrows***38%*:**Methodological issues in eliciting blend mental models: The context of sound propagation***37%*:**Identifying students’ mental models of sound propagation: The role of conceptual blending in understanding conceptual change***35%*:**Tracking the referent system to understand students' math modeling processes***34%*:**Evaluation of high school Cambodian students’ comprehension of the projectile trajectory using the model analysis technique***34%*:**Student Mental Models about Conductors and Dielectrics***34%*:**Preliminary model for student ownership of projects***33%*:**Video Modeling: Combining Dynamic Model Simulations with Traditional Video Analysis***32%*:**Targeting Students' Physical Science Misconceptions Using the Conceptual Change Model***32%*:**Attitudes of Life Science Majors Towards Computational Modeling in Introductory Physics***31%*:**A computational model for physics learning***31%*:**How Physics Teachers Model Student Thinking and Plan Instructional Responses When Using Learning-Progression-Based Assessment Information***30%*:**The Case for Dynamic Models of Learners' Ontologies in Physics***30%*:**Modeling students’ conceptual understanding of force, velocity, and acceleration***30%*:**Computational Thinking for Physics: Programming Models of Physics Phenomenon in Elementary School***29%*:**Teachers’ conflicting conceptual models and the efficacy of formative assessments***29%*:**Modeling student collaborations using valued ERGMs**