| Author | Title | Form Available |
| D. Van Domelen and A. Van Heuvelen | The effects of a concept-construction lab course on FCI performance | |
| E. Kim and S. J. Pak | Students do not overcome conceptual difficulties after solving 1000 traditional problems | |
| L. Bao, K. Hogg, and D. Zollman | Model analysis of fine structure of student models: An example with Newton's third law | |
| I. D. Beatty and W. J. Gerace | Probing physics students conceptual knowledge structures through term association | |
| N. S. Rebello and D. Zollman | The effect of distracters on student performance on the Force Concept Inventory | |
| C. S. Kalman, S. Rohar, and D. Wells | Enhancing conceptual change using argumentative essays | |
| P. Engelhardt and R. Beichner | Students' understanding of direct current resistive electrical circuits | |