Surveying secondary students' and teachers' attitudes towards CPP

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mbedding physics problems in real-world settings—here termed contextualized physics problems (CPP)—is widely believed to foster students’ interest, motivation, and learning. However, firm evidence for this claim remains scarce. To explore this issue, we surveyed over one thousand secondary students and teachers to examine their attitudes toward CPP and investigate whether students and teachers perceive these problems as promoting student interest and motivation in learning physics.

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