Investigating STEM course choices through physics knowledge surveys

The choice of STEM courses is often influenced by previous educational career. In particular, in the scientific field, the learning of specific and at the same time paradigmatic topics plays a fundamental role. This research aims to assess nuclear physics knowledge in a sample of high school and university students through a multiple-choice survey. We analyzed and compared the results between the two samples and against a fixed threshold value. We also examined subgroups within the high school and university samples. The study considered influences from school background, learning continuity, and gender differences. We found a significant correlation between teaching hours and test results. The analysis provides insights into physics education and the quantitative relationship between teaching and knowledge acquisition. A specialistic knowledge that students can use as a tool for orientation towards STEM university choices.