A curricular frame for physics education: Development, comparison with students' interests, and impact on students' achievement and self‐concept

By Peter Häussler, L. Hoffmann. 2000

200 citations recorded by the source corpus.

Subfields: Education, Social Psychology, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/51ee267027105659dfc7397305943b16437f6490

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. Sylvia D. Hogarth
2. J. Bennett
3. Vasilia Christidou
4. Manfred Prenzel
5. Andreas Krapp
6. F. Lubben
7. K. Ann Renninger
8. D. Cheung

In Social Psychology

1. Manfred Prenzel
2. J. Bennett
3. Vasilia Christidou
4. Andreas Krapp
5. Suzanne Hidi
6. R. Beghetto
7. David M. Hammer
8. Lama Z. Jaber

In Sociology and Political Science

1. Vasilia Christidou
2. Andreas Krapp

Citations in the corpus

• Connecting High School Physics Experiences, Outcome Expectations, Physics Identity, and Physics Career Choice: A Gender Study. (2010, unknown): “…results of other research which fi nd that conceptual understanding and contextual relevance are two key areas that need to be focused on when narrowing the gender gap in physics (Cavallo et al., 2004; Chambers & Andre, 1997; Engelhardt & Beichner, 2004; Hazari etal., 2008;Haussler & Hoffmann,2000).”
• Bringing science to life: A synthesis of the research evidence on the effects of context‐based and STS approaches to science teaching (2007, background): “Häussler and Hoffmann (2000) explored the types of contexts that generate students’ interest in learning of physics at German secondary schools.”
• Research on Interest in Science: Theories, methods, and findings (2011, background): “Another example of a theoretically and empirically well‐founded topological model was developed at the Leibniz Institute for Science Education (IPN) in order to assess the interest of students in physics (Haeussler, 1987 ; Haeussler & Hofmann, 2000 ).”
• Greek Students’ Science‐related Interests and Experiences: Gender differences and correlations (2006, background): “These issues seem to be inter-related, since the students’ interests and attitudes towards science affect their achievement (Häussler & Hoffmann, 2000; Schibeci & Riley, 1986; Siegel & Ranney, 2003), as well as their course and future *Department of Preschool Education, University of Thessaly,…”