eng Science and Education Publishing American Journal of Educational Research 2327-6150 2015-05-21 3 6 721 730 10.12691/education-3-6-9 EDUCATION2015369 article Isaac Buabeng isaac.buabeng@pg.canterbury.ac.nz, ibuabeng@ucc.edu.gh 1 Lindsey Conner 1 David Winter 1 College of Education, Health and Human Development, University of Canterbury, New Zealand In this study, we were interested in how approaches to teaching high school physics in New Zealand influenced students' perceptions of physics and their consequent desire to continue with physics. We also investigated the reasons participants became physics teachers to inform how more teachers might be attracted into the profession. The convergent parallel design of this study used mixed methods including a national survey as well as classroom observations and interviews with teachers and students. The study has identified how a focus on content knowledge and more 'traditional' teaching approaches tends to discourage students to progress with physics. http://pubs.sciepub.com/education/3/6/9/education-3-6-9.pdf classroom practices teaching strategies physics teachers physics students