| Scientific abilities and their assessment E Etkina, A Van Heuvelen, S White-Brahmia, DT Brookes, M Gentile, ... Physical Review Special Topics—Physics Education Research 2 (2), 020103, 2006 | 423 | 2006 |
| Design and reflection help students develop scientific abilities: Learning in introductory physics laboratories E Etkina, A Karelina, M Ruibal-Villasenor, D Rosengrant, R Jordan, ... The Journal of the Learning Sciences 19 (1), 54-98, 2010 | 347 | 2010 |
| Do students use and understand free-body diagrams? D Rosengrant, A Van Heuvelen, E Etkina Physical Review Special Topics—Physics Education Research 5 (1), 010108, 2009 | 287 | 2009 |
| Multiple-choice test of energy and momentum concepts C Singh, D Rosengrant arXiv preprint arXiv:1602.06497, 2016 | 272 | 2016 |
| An overview of recent research on multiple representations D Rosengrant, E Etkina, A Van Heuvelen AIP Conference proceedings 883 (1), 149-152, 2007 | 240 | 2007 |
| Strongly and weakly directed approaches to teaching multiple representation use in physics PB Kohl, D Rosengrant, ND Finkelstein Physical Review Special Topics—Physics Education Research 3 (1), 010108, 2007 | 194 | 2007 |
| Case study: Students’ use of multiple representations in problem solving D Rosengrant, A Van Heuvelen, E Etkina AIP Conference Proceedings 818 (1), 49-52, 2006 | 89 | 2006 |
| Following student gaze patterns in physical science lectures D Rosengrant, D Hearrington, K Alvarado, D Keeble AIP Conference Proceedings 1413 (1), 323-326, 2012 | 49 | 2012 |
| Free‐body diagrams: Necessary or sufficient? D Rosengrant, A Van Heuvelen, E Etkina AIP Conference proceedings 790 (1), 177-180, 2005 | 48 | 2005 |
| Investigating student sustained attention in a guided inquiry lecture course using an eye tracker D Rosengrant, D Hearrington, J O’Brien Educational psychology review 33, 11-26, 2021 | 45 | 2021 |
| Comparing experts and novices in solving electrical circuit problems with the help of eye‐tracking D Rosengrant, C Thomson, T Mzoughi AIP Conference Proceedings 1179 (1), 249-252, 2009 | 44 | 2009 |
| Multiple representations and free-body diagrams: Do students benefit from using them? DR Rosengrant Rutgers University, 2007 | 29 | 2007 |
| Comparing explicit and implicit teaching of multiple representation use in physics problem solving P Kohl, D Rosengrant, N Finkelstein AIP Conference Proceedings 883 (1), 145-148, 2007 | 27 | 2007 |
| Towards a high quality high school workforce: A longitudinal, demographic analysis of US public school physics teachers GT Rushton, D Rosengrant, A Dewar, L Shah, HE Ray, K Sheppard, ... Physical Review Physics Education Research 13 (2), 020122, 2017 | 26 | 2017 |
| Isospin dependence of the microscopic JLM model A Pakou, N Alamanos, P Roussel-Chomaz, F Auger, D Rosengrant, ... Nuclear Physics A 691 (3-4), 661-670, 2001 | 24 | 2001 |
| Students' conceptual knowledge of energy and momentum C Singh, D Rosengran arXiv preprint arXiv:1602.07756, 2016 | 20 | 2016 |
| Gaze scribing in physics problem solving D Rosengrant Proceedings of the 2010 Symposium on Eye-Tracking Research & Applications, 45-48, 2010 | 19 | 2010 |
| Spending time on design: Does it hurt physics learning? E Etkina, A Van Heuvelen, A Karelina, M Ruibal‐Villasenor, ... AIP Conference Proceedings 951 (1), 88-91, 2007 | 13 | 2007 |
| Impulse-momentum diagrams D Rosengrant The Physics Teacher 49 (1), 36-39, 2011 | 12 | 2011 |
| Design And Non‐design Labs: Does Transfer Occur? A Karelina, E Etkina, M Ruibal‐Villasenor, D Rosengrant, ... AIP Conference Proceedings 951 (1), 92-95, 2007 | 10 | 2007 |
Eugenia EtkinaDistinguished Professor at Rutgers University在 gse.rutgers.edu 的电子邮件经过验证
