한국 전통 과학에 대한 고등학생들의 인식과 가치 탐색
High School Students’ Perception of Value Building about Korean Traditional Science Knowledge
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초록
본 연구의 목적은 한국 전통 과학 지식의 과학 교육 가능성에 대해파악하고자 함에 있다. 한국 전통 과학을 소재로 과학적 개념, 역사적지식, 문화적 경험 등이 포함된 실험과 그룹 활동, 탐방을 포함한 5개프로그램을 개발했다. 개발한 프로그램의 주제는 역법, 앙부일구의 원리, 과학자 장영실, 한국의 고대 자연 기록, 경복궁 탐방 등이었다. 이 프로그램에 참여한 고등학생들의 프로그램 전후 인식 조사, 수업관찰 자료, 수업 활동 자료, 면담을 분석한 결과, 학생들의 한국 전통과학에 대한 인식은 문화적 범주 내에서 과학적 요소를 찾는 수준을넘어서서 자연 과학으로서의 한국 전통 과학 가치로 변해갔다. 또한,우리 전통 과학에 대한 기대감을 과학적, 실용적, 정서적 측면에서표현했는데, 한국 전통과학의 실용적, 정서적 측면들이 학생들에게는비과학적 측면으로 인식되기도 하였다. 또한 이들은 서양 과학과 한국의 TSK와의 관계를 통해 과학에 대한 세계관을 드러냈는데 크게 다섯가지로 분류되었다. 학생들은 전반적으로 한국 전통 과학을 아끼고사랑하는 마음을 가지고 있었지만, 한국 전통 과학의 과학적 가치에대해서는 혼란스러움을 나타냈다. 학생들은 우리가 배우고 있는 과학이 어떠한 의미를 가지고 있는지 고찰하고 과학 교육자들은 그것을세심하게 검토할 필요성이 제기되었다. 아울러 우리가 한국의 TSK에대한 지식을 학생들에게 전달하는 방법에 대해 다시 생각해 보고, 한국TSK에 대한 학문적, 과학교육적인 심층 연구가 이어져야 할 것이다.
Abstract
The purpose of this study is to examine the possibility of science education using Korean TSK(Traditionalscientific knowledge). In this study, we have developed five Korean TSK units including science concepts,historical knowledge and cultural experience and applied them to 10th graders. The five units are asfollows: (1) Calendars(western and eastern), (2) Our traditional sundial, Angbuilgu, (3) A great scientistin the King Sejong Era, (4) Data interpretation of ancient record of natural phenomenon in Korea, and(5) Gyeongbokgung Palace. The analyses included a pre- and post test of students' perception, classroomobservation, students' activity sheets, and interview. The results show that the students' perception ofKorean TSK has changed toward recognizing the value of Korean TSK as a kind of natural science. They expressed their expectation of Korean TSK in scientific, practical, and emotional perspectives,wherein some students thought the practical and emotional perspectives of Korean TSK as non-scientificcharacteristics. Students showed five types of worldview about the relationship between Korean TSKand WMS(western modern science). Most students favored and cherished the Korean TSK but at thesame time, they were confused about its scientific value. The results support the rethinking of the meaningof science and what students learn in school. We should consider how we teach the Korean TSK tostudents. It is important that a profound research of the Korean TSK should be continued to make ourscience education varied.
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