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Study on Regional High School Student's Perception of Science Subjects for the College Scholastic Ability Test
New Physics: Sae Mulli 2017; 67: 1109~1114
Published online September 29, 2017;
© 2017 New Physics: Sae Mulli.

Su-hyun CHO, Won-Jeong KIM*

Department of Physics and Center for Talented Youth in Science, Changwon National University, Changwon 51140, Korea
Correspondence to:
Received July 20, 2017; Revised August 9, 2017; Accepted August 9, 2017.
cc This is an open-access article distributed under the terms of the Creative Commons Attribution Non-Commercial License ( which permits unrestricted non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited.
The purpose of this study was to understand students' perception of and selectivity on science subjects studied during high school and tested in the CSAT (College Scholastic Ability Test) in Korea. Large differences in participants in science subjects of CSAT are well known to exist. The reason for this should be studied to improve the current science education in high school. A total of 484 high school students living in a medium-size urbanized area participated in a survey. Physics is the most difficult, but least interesting subject among four science subjects (physics, chemistry, biology, and earth science). However, physics is the most influential and necessary subject. The selection of science subjects for the CSAT was found to be strongly correlated with personal interests on the subjects (Pearson $r$-correlation coefficient of 0.83), but inversely related with the difficulties of subjects ($r$ = 0.88). The results of this study show that now is the time to re-build the high school, as well as the college, physics curriculum to encourage student to take physics courses.  
PACS numbers: 01.40.E-, 01.40.Fk
Keywords: High school student, Science education, Physics education, College Scholastic Ability Test (CSAT)

January 2018, 68 (1)
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