| Investigación basada en el diseño de Secuencias de Enseñanza-Aprendizaje: una línea de investigación emergente en Enseñanza de las Ciencias J Guisasola, J Ametller, K Zuza Revista Eureka sobre enseñanza y Divulgación de las Ciencias 18 (1), 2021 | 153 | 2021 |
| School visits to science museums and learning sciences: A complex relationship J Guisasola, M Morentin, K Zuza Physics Education 40 (6), 544, 2005 | 119 | 2005 |
| Evaluating and redesigning teaching learning sequences at the introductory physics level J Guisasola, K Zuza, J Ametller, J Gutierrez-Berraondo Physical Review Physics Education Research 13 (2), 020139, 2017 | 77 | 2017 |
| Generalizing a categorization of students’ interpretations of linear kinematics graphs L Bollen, M De Cock, K Zuza, J Guisasola, P van Kampen Physical Review Physics Education Research 12 (1), 010108, 2016 | 77 | 2016 |
| University students’ understanding of electromagnetic induction J Guisasola, JM Almudi, K Zuza International Journal of Science Education 35 (16), 2692-2717, 2013 | 76 | 2013 |
| Addressing students’ difficulties with Faraday’s law: A guided problem solving approach K Zuza, JM Almudí, A Leniz, J Guisasola Physical Review Special Topics-Physics Education Research 10 (1), 010122, 2014 | 63 | 2014 |
| The Gauss and Ampere laws: different laws but similar difficulties for student learning J Guisasola, JM Almudí, J Salinas, K Zuza, M Ceberio European Journal of Physics 29 (5), 1005, 2008 | 59 | 2008 |
| Proyecto de formación del profesorado universitario de Ciencias, Matemáticas y Tecnología, en las metodologías de Aprendizaje Basado en Problemas y Proyectos MG Mujika, JIB Fuentes, KZ Elosegi, JG Aranzabal Enseñanza de las Ciencias. Revista de investigación y experiencias …, 2014 | 54 | 2014 |
| How much have students learned? Research-based teaching on electrical capacitance J Guisasola, JL Zubimendi, K Zuza Physical Review Special Topics—Physics Education Research 6 (2), 020102, 2010 | 45 | 2010 |
| Rethinking Faraday's law for teaching motional electromotive force K Zuza, J Guisasola, M Michelini, L Santi European Journal of Physics 33 (2), 397, 2012 | 44 | 2012 |
| University students’ understanding of the electromotive force concept in the context of electromagnetic induction K Zuza, M De Cock, P van Kampen, L Bollen, J Guisasola European Journal of Physics 37 (6), 065709, 2016 | 42 | 2016 |
| Actitudes y motivaciones de los estudiantes de ciencias en Bachillerato y Universidad hacia el aprendizaje de la Física E Arandia, K Zuza, J Guisasola Universidad de Cádiz/Asociación de Profesores Amigos de la Ciencia Eureka, 2016 | 42 | 2016 |
| Students’ understanding of the concept of the electric field through conversions of multiple representations E Campos, G Zavala, K Zuza, J Guisasola Physical Review Physics Education Research 16 (1), 010135, 2020 | 39 | 2020 |
| Probing university students' understanding of electromotive force in electricity I Garzón, M De Cock, K Zuza, P van Kampen, J Guisasola American Journal of Physics 82 (1), 72-79, 2014 | 39 | 2014 |
| Students’ reasoning when tackling electric field and potential in explanation of dc resistive circuits A Leniz, K Zuza, J Guisasola Physical Review Physics Education Research 13 (1), 010128, 2017 | 37 | 2017 |
| Electric field lines: The implications of students' interpretation on their understanding of the concept of electric field and of the superposition principle E Campos, G Zavala, K Zuza, J Guisasola American Journal of Physics 87 (8), 660-667, 2019 | 35 | 2019 |
| Introductory university physics students’ understanding of some key characteristics of classical theory of the electromagnetic field K Zuza, P van Kampen, M De Cock, T Kelly, J Guisasola Physical Review Physics Education Research 14 (2), 020117, 2018 | 31 | 2018 |
| Estimate of students’ workload and the impact of the evaluation system on students’ dedication to studying a subject in first-year engineering courses M Garmendia, J Guisasola, JI Barragués, K Zuza European Journal of Engineering Education 33 (4), 463-470, 2008 | 27 | 2008 |
| ¿ Cuánto tiempo dedican los estudiantes al estudio de asignaturas básicas de 1º de ingeniería? JG Aranzábal, MG Mujika, KZ Elosegi, JIB Fuentes Didáctica de las ciencias experimentales y sociales, 89-103, 2006 | 27 | 2006 |
| Exercises are problems too: implications for teaching problem-solving in introductory physics courses K Zuza, M Garmendia, JI Barragués, J Guisasola European Journal of Physics 37 (5), 055703, 2016 | 26 | 2016 |
