 Although teachers may have intuitive ideas about when and why this happens, there is

little systematic evidence. Recently, we have started to track the opinions of students over
this period about physics and, as a scientific comparator, biology [4]. We have shown
that students enter secondary schooling with an equal liking for biology and physics,
perhaps not even distinguishing between them and thinking more in terms of ‘science’.
However, over the period of secondary schooling, whereas their liking for biology
remains reasonably stable, their liking for physics declines. This is accompanied by
changes in their more specific ideas about physics. For example, they decreasingly see
physics as able to contribute to solutions to environmental or medical problems, and
increasingly see physics as requiring mathematical ability. However, the biggest
difference between students’ responses to parallel questionnaire items about physics and
biology is that they perceive biology as interesting, physics as boring. Furthermore, the
responses to questionnaire items about whether physics is seen as interesting or boring
correlate with those to the item exploring their general like or dislike of physics. Thus, it
seems that a major reason that underpins students’ increasingly negative feelings towards
physics is their perception of it as boring. This is significant in that there is evidence that
students who find a subject interesting tend to choose it for further study [5].

Source: Williams, C., Stanisstreet, M., Spall, K., Boyes, E., & Dickson, D. (2003). Why
aren't secondary students interested in physics?. Physics Education, 38(4), 324.

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