조선후기 잡과(雜科) 교육의 변화와 특성

이남희(Lee Nam-Hee) 한국동양정치사상사학회 2014 한국동양정치사상사연구 Vol.13 No.1

조선시대의 잡학 교육은 크게 두 갈래, 다시 말해 중앙과 지방에서 이루어졌다. 특히 잡과가 설행된 역학, 의학, 음양학, 율학의 경우, 중앙에서는 사역원, 전의감과 혜민서, 관상감, 형조가 담당했으며, 지방에서는 부 · 대도호부 · 목, 도호부, 군, 현에서 가르쳤다. 몽학과 음양학은 중앙 관서에서만 교육을 실시했다. 『경국대전』의 잡학 생도 규정은 시대의 흐름과 더불어 변화양상을 보여주었다. 주목할 점은『속대전』이후 중앙의 분야별 잡학 생도 정원이 크게 늘어났다는 것이다. 지방 생도 숫자는 일부 역학을 제외하고는 달리 변화가 없었다.『속대전』에서 중앙집중도가 더 높아진 셈이다. 그리고 임진왜란을 계기로 시험 과목의 변화가 있었다. 과목이 축소되면서 새로운 과목이 등장하기도 했다. 그것은 시대변화에 부응하는 것이기도 했다.『경국대전』 이후 두 차례의 변화, 『속대전』과 『대전회통』에서 그 변화상을 확인해볼 수 있다. 전체적으로 보자면, 과목 자체가 축소되었다. 그만큼 잡과 시험보기가 용이해졌다고 하겠다. 잡학 교육 역시 여러 과목보다는 집중적인 몇 과목에 치중되었다. 교재 상으로 가장 많은 변화는 역과에서 확인된다. 양난을 겪으면서 많은 서적이 소실되었기 때문이다. 명과학의 경우 운명을 예측하는 추명서류에서 일상에서 길일과 흉일을 가리는 택일서류로 바뀌는 추세를 보여주었다. 가장 두드러지는 변화는 음양학의 위상 변화라 하겠다. 음양학의 경우, 시험 과목의 축소와 더불어 새롭게 등장한 과목의 수가 다른 과목보다 많다. 대폭적인 축소라기보다는 다양한 과목들의 추가라 할 수 있겠다. 서양 천문학과 시헌력(時憲曆)의 전래, 그를 기반으로 하는 명과학 수요의 증가 등과 같은 시대적 상황에 따른 것으로 여겨진다. 음양학 교육 교재와 학습 방법에도 그대로 반영되었다. 18세기 말 관상감 제조의 요청에 따라 음양학 분야의 선발 인원이 늘어났으며, 그것은 법규로 반영되었다. 인원의 변화가 없었던 다른 분야와는 확실히 다른 점이었다. Japhak(雜學) Education in the Chosun Dynasty was divided into two large streams, education in Seoul and education in the provinces. In Seoul, the education for interpretation, medical science, astronomy, and law, which executed an examination system called Japgwa(雜科), was conducted at the Office of Interpreter, Palace Medical Office, Office of Astronomy, and Ministry of Punishments. Meanwhile, in the provinces, government offices were in charge of equivalent education for such areas. Mongolian Language and astronomy were only taught in public offices in Seoul. When viewing the regulations for Japhak students in GyeonggukDaejeon(1485), aspects of transition can be found depending on the flow of the time. One noteworthy feature is that after the publication of SokDaejeon(1746), the quota for each Japhak division in Seoul had significantly risen. The number of students in the provinces did not show much change. This can be interpreted as higher concentration to Seoul after SokDaejeon. Moreover, since the Japanese Invasion of 1592, changes in the subjects of examination are found. Some subjects were eliminated and new subjects appeared. It was to meet the demands of the time. Two big changes after GyeonggukDaejeon, SokDaejeon and DaejeonHoetong(1865) depict how the changes occurred. In a nutshell, the number of subjects was reduced. Therefore, it became easier to take the Miscellaneous Examination. The Japhak Education also focused on few subjects rather than dealing with broad range of subjects. The biggest change in the textbooks is found in interpretation examination, since many of the textbooks were destroyed during the war with Japan in 1592. The focus of astronomy moved from predicting destiny to taking auspices in daily lives. The most notable change in Japhak Education was the shift of the status of astronomy. In the case of astronomy, the number of new subjects compared tothe cut was larger than other areas. It was an addition of various subjects rather than a swinging cut. Astronomy examination was at the top place instead of interpretation examination in the Late Chosun Dynasty. It may be due to circumstances such as the introduction of Western astronomy, new calendar system, and the rise of demand for astronomy. This was directly reflected in the textbooks and curriculum of astronomy education. The entrance quota for astronomy also increased. It was a distinguishing characteristic of astronomy compared to other areas that showed no change of entrance quota.

2022 개정 교육과정 고등학교 지구과학 내용 구성 방안 탐색 -천문 영역을 중심으로-

김현종 ( Hyunjong Kim ) 한국과학교육학회 2021 한국과학교육학회지 Vol.41 No.6

In this study, we propose the composition of contents on the area of astronomy for high school Earth Science elective courses for the 2022 revised curriculum based on high school students’ perceptions of changes in Earth Science core concepts over the curriculum revisions, and analysis of learning elements in the area of astronomy for domestic and foreign Earth Science curriculum. Four Earth Science education experts compared and analyzed the astronomy contents presented in Korea, the US, British Columbia (BC) in Canada, Japan, and the International Baccalaureate Diploma Program (IBDP) curriculum. According to the survey results, high school students who answered that they were most interested in the core concepts of astronomy expressed a lot of regret that the contents related to astronomical observation were eliminated from the 2015 revised curriculum. As a result of comparing domestic and foreign curriculum, Korea and IBDP curriculum dealt with the largest amount of learning elements in astronomy. In the case of BC in Canada and IBDP, astronomy was offered as an independent subject, and the curriculums of Japan and Korea dealt with astronomy in the Earth Science subject. According to the results, it is necessary to develop general elective courses in Earth Science with astronomy-related contents with high discriminating power in order to strengthen astronomy education. Since astronomy requires background knowledge from various disciplines and inter-disciplinary learning was required, it is necessary to organize the career-related elective courses in Earth Science so that astronomy can be dealt with according to the knowledge structure of general Astronomy. Based on the research results, ways to organize astronomy contents for Earth Science elective courses were suggested.

1930년대 이성휘의 <천문강요>에서 보는 천문학 교육

이면우 한국과학교육학회 2025 한국과학교육학회지 Vol.45 No.1

이성휘(李聖徽, 1889-1950)는 평양신학교 교수로서 활동한 사람이다. 신학자인 그는 특이하게 천문학 분야에 깊이 관여하여 학술지 신학지남(神學指南, The Theological Review) 에 <천문강요(天文講 要, the Story of the Heavens)>라는 제목으로 연재물을 발표했다. 1929년부터 1933년까지 5년 동안 총 23회로 분량은 92쪽이 된다. 이 연재물은 중등학교 고학년이나 대학 교양과정 수준으로 당시 천문학의 최신 지식까지 포함한 것이었다. 이 연구는 이성휘가 서술한<천문강요>의 원본을 분석하여 구체적인 내용과 주요 특징을 도출했다. 먼저 저자 이성휘와 학술지 신학지남 에 대해서 소개했다. <천문강요>의 주요 특징은 당시 최첨단의 지식을 소개하려고 노력한 점, 역사적인 접근을 통해 천문학을 서술한 점, 우리 문화와 접목한 천문학 내용을 언급한 점, 교과서의 체계를 갖춘 점, 신학적인 관점보다과학적인 관점에서 천문학을 논의한 점을 들 수 있다. 이 연구를 통해일제강점기 천문교육의 내용과 수준을 살펴볼 수 있다. 아울러 천문학 교육과 관련된 이성휘의 업적을 조망할 수 있을 것이다. Lee Seong-Hwi (李聖徽, 1889–1950) was a professor at Pyongyang Theological Seminary (平壤神學校). As a theologian, he uniquely delved into the field of astronomy, publishing a series titled “Astronomical Essentials (天文講要, The Story of the Heavens)” in the academic journal Shinhak Jinam (神學指南, The Theological Review). From 1929 to 1933, he contributed 23 articles spanning a total of 92 pages. These articles, tailored to the level of advanced secondary school students or undergraduate liberal arts courses, incorporated the latest astronomical knowledge of that times. This study examines the original text of Lee Seong-Hwi’s “Astronomical Essentials” to extract its detailed content and key characteristics. It begins by introducing the author, Lee Seong-Hwi, and the journal Shinhak Jinam. The notable features of “Astronomical Essentials” include its effort to present cutting-edge knowledge of the time, its historical approach to describing astronomy, its integration of astronomy with Korean culture, its systematic structure resembling a textbook, and its emphasis on discussing astronomy from a scientific perspective rather than a theological one. Through this research, we gain insights into the contents and standards of astronomy education during the Japanese colonial period and highlight Lee Seong-Hwi’s contributions to the field of astronomy education.

국내외 천문 교육 프로그램 관련 연구 동향 비교 분석

최하늘,신동희 한국천문학회 2021 天文學論叢 Vol.36 No.1

Astronomy is one of the recurrent comtemporary issues in the mass media where news related to comets, new exoplanets, satellites, space tests, etc., frequently appear. From this perspective, students at all levels are especially motivated to learn astronomy. Nevertheless, students’ interest does not improve their astronomical knowledge, which leads students’ difficulty in understanding astronomy in school science. In this context, we felt the need to review astronomy education research trends in domestic and other countries, especially focused on the education programs. The purpose of this study is to analyze and compare the program characteristics during last three decades. The total number of analyzed cases is 88(89 for double counting). As a result, we found different characteristics of program types and learning methods between Korea and other countries. Based on the results of this study, we suggested the direction to improve the astronomy education in Korea.

해외 천문학 교육 프로그램 개발: 캄보디아

김상철,여아란,박창범,이정애,이강환,신용철,신나은,신지혜,최윤호,권순길,김태우,윤호섭,박순창,성언창,박수종 한국천문학회 2019 天文學論叢 Vol.34 No.2

The Korean Astronomical Society (KAS) Education & Public Outreach Committee has provided education services for children and school teachers in Cambodia over the past three years from 2016 to 2018. In the first year, 2016, one KAS member visited Pusat to teach astronomy to about 50 children, and in the following two years of 2017 and 2018, three and six KAS members, respectively, executed education workshops for ∼ 20 (per each year) local school teachers in Sisophon. It turned out that it is desirable to include both teaching of astronomical knowledge and making experiments and observations in the education in order for the program to be more effective. Language barrier was the main obstacle in conveying concepts and knowledge, and having a good interpreter was very important. It happens that some languages, such as the Khmer of Cambodia, do not have astronomical terminologies, so that lecturers and even the education participants together are needed to communicate and create appropriate words. Handout hardcopies of the education materials (presentation files, lecture/experiment summaries, terminologies, etc.) are extremely helpful for the participants. Actual performing of assembling and using astronomical telescopes for night sky observations has been lifetime experience for some of the participants, which might promote zeal for knowledge and education. It is hoped that these education services for developing countries like Cambodia can be regularly continued in the future, and further extended to other countries such as Laos and Myanmar.

천문과학관 프로그램에 반영된 과학교육과정의 분석

윤광아,최상인,정구송,이호 경북대학교 과학교육연구소 2009 과학교육연구지 Vol.33 No.1

이 연구는 과학 교육과정 중 천문관련 단원의 내용과 천문과학관의 전시내용을 비교 분석하여 천문과학관이 교육과정의 내용과 목표를 얼마나 잘 반영하고 있는지 알아보는데 목적이 있다. 연구 대상은 국내 천문과학관 5곳으로 천문과학관 프로그램 평가도구를 사용하여 프로그램 내용을 평가하고 프로그램 형태를 조사하여 분석하였다. 이 때 사용된 평가도구는 교육부(1997)에서 고시한 과학교육과정 내용과 교육과정 평가원(2000)에서 제시한 성취기준 및 평가기준을 근거로 고안하였다. 이 연구의 결과를 요약하면 다음과 같다. 천문과학관에서는 과학 교육과정 내용 중 천문관련 학습요소를 대부분 반영하고 있었다. 이는 천문과학관이 비형식 교육 기관으로서 학교 과학 교육과 비교적 잘 연계되고 있음을 보여준다. 교육과정 반영비율은 5학년이 가장 높으며, 전시 형태는 패널 형태가 가장 많았다. 평가점수는 반영비율에 비하여 낮았는데 이는 향후 천문과학관의 프로그램을 선정함에 있어 과학 교육과정을 더 충실히 반영하여야 함을 알 수 있다. The purpose of this study is to investigate how much the programs of astronomy museums reflect the contents and objectives of current science curriculums. To attain the aim, comparison and analysis on the museum programs and science curriculum have been made. Five domestic astronomy museums have been selected. The contents and forms of their programs have been studied and appreciated by assessment instruments for astronomy museum programs. The assessment instruments were devised in consideration of both the science curriculums of the Ministry of Education(1997) and the achievement and evaluation criteria of the Korea Institute of Curriculum and Evaluation. The findings of this study are summarized as follows: The astronomy museums reflect most of the learning elements of science curricula concerning astronomy. These results indicate that the astronomy museum as an informal education institute is comparatively well connected to science education. The 5th grade science curriculum reflected mostly on the museum programs, and too many of the astronomy museum programs were in forms of panel exhibition. Science curricula fared well but they failed to reflect the curricular objectives, which resulted m relatively low assessment scores. It is suggested that the findings of this study can be a foundation and act as guidance for selecting and developing astronomy museum programs which include the contents of the science curriculums more substantially.

비형식 교육기관의 천문대를 활용한 토성 분광 관측 및 분석 교육 프로그램의 개발과 수행

홍승아,조훈,손정주 한국현장과학교육학회 2023 현장과학교육 Vol.17 No.5

Despite their significance, spectroscopic observation and data analysis activities often present challenges in astronomy education. In this study, we propose an educational program utilizing an astronomical facility of an informal education institution to observe Saturn spectroscopy and analyze the corresponding data. The educational activities followed the R&E (Research and Education) process. Gifted middle school students submitted their prepared proposal to the Goheng Deokheung Observatory, which allowed them to use a spectrometer for observing Saturn and analyzing the collected data. Throughout this process, the students applied individually developed research plans and activity sheets, allowing us to analyze the difficulties and educational effects they encountered during the investigative activities. The Deokheung Observatory, affiliated with a youth training institute in Goheng and equipped with a high-dispersion spectrometer, was selected as the collaborating institution. The focus of the educational activity was on spectroscopic observation of Saturn, investigating its rotation and the orbital direction of its rings. During the initial stages of the education, students were guided to understand the observation target, develop research plans, and acquire the necessary background knowledge for processing and analysing spectroscopic observation data. In the middle of the activity, students performed scientific investigations by directly analyzing data related to Saturn and its rings. Towards the end of the education, data processing and analysis were conducted, allowing students to derive investigative results by comparing them with actual research outcomes and subsequently writing reports. Through this research, we were able to specifically identify the challenges students face during spectroscopic observation activities and R&E educational processes, confirming the potential for collaboration with external astronomical institutions and the feasibility of spectroscopic education. 천문 교육에서 분광 관측과 자료 분석 교육활동은 그 중요성에 비해 실제로 수행해 보기 어려운 경우가 많다. 본 연구는 학교 밖 교육기관의 천문시설을 활용하여 토성을 분광 관측하고 관측한 데이터를 분석하는 교육 프로그램을 개발하였다. 교육활동은 중학교 영재 학생을 대상으로 R&E(Research and Education)과정에 따라 진행되었으며, 고흥 덕흥 천문대로 학생들이 직접 작성한 제안서를 제출하여, 분광기를 사용한 토성 관측자료를 얻을 수 있었고, 데이터를 직접 분석하였다. 각각의 과정별로 개발한 탐구 계획서와 탐구 활동지를 적용하여 학생들이 탐구활동을 수행하면서 겪는 어려움과 교육적 효과를 확인하였다. 협력 기관으로 고분산 분광 관측 기기를 보유하고 있으며, 분석 교육 경험이 있는 고흥 청소년 수련원 소속의 덕흥 천문대를 선택하였다. 교육활동에서는 토성을 분광 관측 대상으로 선정하여 행성의 자전과 그 행성 고리의 공전 방향을 조사하였다. 교육의 초기 단계에서는 학생들이 관측 대상에 대한 이해와 탐구 계획서 작성, 분광 관측 데이터 처리 및 분석 방법에 필요한 배경지식을 습득하도록 지도하였다. 활동 중반에서는 학생들이 직접 토성과 토성 고리에 관한 정보를 분석하면서 과학적 탐구를 수행하였고, 교육 후반에서는 데이터 처리 및 분석을 진행하며 실제 연구 결과와의 비교를 통해 탐구 결과를 도출하고 보고서를 작성하였다. 이를 통해 학생들이 분광 관측활동과 R&E 교육과정에서 겪는 구체적인 어려움과 학교 밖 천문 기관과의 협력 및 분광 교육의 가능성을 확인할 수 있었다.

스마트폰을 이용한 천체관측을 통한 과학교육

박병준 한국교통대학교 2020 한국교통대학교 논문집 Vol.55 No.-

Astronomy education has a lot of prerequisites such as an experienced teacher, suitable observing apparatus and dark and clear skies. We investigate the use of smartphone in astronomical observation and find a way to overcome such difficulties. There are already several application softwares for smartphone astronomy, which may greatly help students with studying astronomical science. In addition, decent smartphones are equipped with high performance cameras that may help student with overcoming the atmospheric conditions in part. We note how the current technological environments can be utilized in the astronomy education and suggest what kind of advancements should be made for the smart astronomy.

한국 과학과 교육과정 내 천문학 내용 분석

심현진,권우진,김도형,박찬경,손정주,송인옥,안성호,오수연,이정애,임범두 한국천문학회 2023 天文學論叢 Vol.38 No.3

This study investigates the integration of astronomy-related topics in the Korean national science curricula spanning from 1945 to 2023. We analyze the placement and extent of astronomy content across different school levels. Astronomy contents in the science curricula have changed in response to social needs (e.g., practical knowledge required for agriculture and fishery) and advancement in astronomical research (e.g., the discovery of exoplanets and the suggestion of new cosmological parameters). Contents addressing the motions of celestial objects and stellar physical properties have remained relatively consistent. In the latest 2022 revised national curriculum, scheduled for implementation in 2024, several elements, such as coordinate systems, have been removed, while the inquiry activities using digital tools are emphasized. The incorporation of the cosmic perspectives in the national curriculum, as well as astronomy education within the context of education for sustainable development, remains limited even in the most recent curriculum. For future life revisions, the active participation of researchers is needed to reflect the latest astronomical research progress and scientific characteristics in the field of astronomy.

USING ASTRONOMY AND BOTANY TO IMPROVE WRITING SKILLS

NUTARO, SUKANYA,NITHITAKKHARANON, PIYAPHAT The Korean Astronomical Society 2015 天文學論叢 Vol.30 No.2

Astronomy is one of the interesting but difficult topics in science for elementary education. Therefore, it is interesting to create astronomy activities that children can understand clearly. The researchers developed activities by using astronomy and botany to improve writing skills. They have to glue the local flowers on the star pictures then write the name of those flowers, the name of the constellation and write an essay describing their work. The participants are into two groups. 71 $3^{rd}$ year undergraduate students who registered for teaching and are learning science as an elementary education subjec, and 10 $1^{st}$ grade student from the laboratory school of Ubon Ratchathani Rajabhat university. We can conclude that both groups were more interested in astronomy, they can tell the name of local flowers and not only used their imagination to create their work, but also to write great essays.