At the end of their primary school education, pupils still show a high interest for physics-related issues, as well as positive self concepts in this regard. However, a considerable decline in their interest in physics and affected self-concept are well established for secondary school pupils.    
In addition, evidence suggests that the physics-related teaching in primary- and secondary school differ with regard to their focus on comprehension and student autonomy.  
Up to now, it is unclear how such changes in the physics-related teaching are perceived by pupils and how these perceptions impact the development of motivational- and self-related variables.  
 
GOAL  
Elucidate…  
• the development of pupils’ perceptions of physics instruction from primary to secondary school.  
• the relevance of the development of these perceptions for the development of motivational and self-related variables.  
 
RESEARCH QUESTIONS  
How important is the pupils’ perception of physics instruction for the development of interests and self-related variables in the transition period from class 4 to 7?