Predicting the choice of physics in secondary education

By K. Stokking. 2000

135 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Safety Research

View Paper: https://www.semanticscholar.org/paper/c95c09de25cf8c2440a5b0d3eb815ad4abf9d1eb

How researchers see this paper

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

In Developmental and Educational Psychology

1. P. Barmby
2. Gillian Hampden-Thompson
3. J. Bennett
4. Norman Reid *
5. E. Skryabina
6. P. Murphy
7. P. Kind
8. Karen Jones

In Education

1. Norman Reid *
2. P. Kind
3. P. Barmby
4. Karen Jones
5. P. Murphy
6. E. Whitelegg
7. E. Skryabina
8. Paul F. Burke

In Safety Research

1. Gillian Hampden-Thompson
2. J. Bennett
3. Norman Reid *
4. E. Skryabina
5. P. Murphy
6. Paul F. Burke
7. E. Whitelegg

Citations in the corpus

• Attitudes towards Physics (2002, background): “In the recent paper of Stokking (2000) it was reported that ‘in the Netherlands, the percentage of students choosing physics for their nal examination remained strikingly stable during the past two decades, at almost 30% in general secondary education and more than 45% in pre-university secondary…”
• Gender and physics (2003, result): “Syllabuses that are applications-led in design are highly attractive to learners in physics, an observation confirmed by studies in the Netherlands where there is a similar syllabus design (Stokking 2000).”
• Why school students choose and reject science: a study of the factors that students consider when selecting subjects (2017, background): “In a study of physics choice in secondary education, Stokking (2000) found that the future relevance of the subject for further study or for entering a profession were the main predictors of students deciding to study physics.”
• Science Teaching and Learning Activities and Students' Engagement in Science (2013, background): “Stokking’s (2000) research in the Netherlands found that regardless of students’ views about their school science experiences, the main reasons for uptake of post-compulsory physics studies are instrumental (i.”
• Girls in the physics classroom: a review of the research on the participation of girls in physics (2006, background): “(Studies cited by Stokking (2000) also report that male students are more likely to emphasise the utilitarian values of physics, whereas female students stress intrinsic values.)”
• Examining Changing Attitudes in Secondary School Science (2008, background): “Likewise, Stokking (2000) identified the perceived relevance of physics for future study or profession as being strongly related to the choice of physics in higher education.”
• Connecting High School Physics Experiences, Outcome Expectations, Physics Identity, and Physics Career Choice: A Gender Study. (2010, unknown): “…is clear in the work of several research studies (e.g., Barton & Yang, 2000; Basu, 2008; Brotman & Moore, 2008; Carlone & Johnson, 2007; Chinn, 2002; Cleaves, 2005; Gillibrand, Robinson, Brawn, & Osborn, 1999; Hughes, 2001; Lee, 1998, 2002; Morgan, Isaac, & Sansone, 2001; Stokking, 2000).”