This study focused on the process of the formation and restructuring of children 's scientific culture in the modern child science discourse from the colonial period to the Cold War era of the 1960s. This study which originated from the discovery and ...
This study focused on the process of the formation and restructuring of children 's scientific culture in the modern child science discourse from the colonial period to the Cold War era of the 1960s. This study which originated from the discovery and awareness of modern scientism reveals that cultural and political variants of the discourse of children's science are collected and typified, and repeated scientific icon in a specific position are used as the mother of modern science. However, in order to examine various aspects of children's science in the field of ideological practice as well as the acceptance of modern popular science, it was necessary to consider the relationship with the media. Therefore, this study is to overcome and expand the limitations of existing studies on ‘the modern child science discourse’ and to study the modern cultural history including modern child science, literature, and media in a comprehensive way.
In the first year of this study, the socialism science from the 1920s to the 30s, the science of a war time regime in the second year, and the science from the establishment of the Cold War system after liberation in the third year were highlighted. For the efficiency of the study, this study was divided into three sub - topics. It attempted to diachronic approach through the method of classification of <science play>, <science knowledge>, <science narrative>. The theme of <science play> examined the process of accepting and establishing 'amusing' means to stimulate children 's scientific thinking and attitude. And the theme of <science knowledge> was to collect and classify miscellaneous scientific knowledge introduced to change the daily life of the child into scientific life, and to explore the specificity and the variability of the scientific knowledge accepted by modern children. In addition, the theme of <science narrative> was to explore the specific aspects of the historical process of the fusion of literature and science, away from the conventional practice of considering literature and science as separate branches of modern science. In the process, the science narratives of children were considered to be the primary goal of establishing modern subjectivity through the formation of scientific education.
Through this work, this study can see that the 'child' discovered by modern capitalism and industrialism system is invited as a propaganda subject of class, nation, empire, right and left ideology under the name of 'scientific education.' It was built as a second generation citizen. Furthermore, this study tried to reveal the characteristics of the history of modern children's science and culture by exploring the relationship between science discourse and other genres, such as literature and art, published in child magazines at that time. As a result, this study clarified that the form of modern child culture reflects the scientific method of casting and its perception. Therefore, this study examines how modern science education is shaped by the demands of culture and ideology and intervenes in the growth of children. This study is based on the present study of interdisciplinarity between children's science education, interdisciplinarity, media and ideological analysis of scientific discourse. It is believed that it provided the basis for this.
Year 1 Research
The purpose in the first year of this study was to investigate the relationship between socialism, materialism and child science, which was one of the ideological history of Joseon from 1920 to 1935, the relationship between Marxism and early science education. In colonial Joseon, socialism expresses the banner of 'scientific socialism' through a theoretical controversy with anarchism. This study focused on how the theories of proletarian literature and scientific perceptions were accepted and enforced by children during the first year of research. Therefore, this study was examined the process of class and class struggle in the name of 'science' and the process of class struggle through the children's magazines such as New Year' s Boys, the Stellar World, Child form 1920s to 1930s.
Based on the research result of the first year, the researcher participated in the special project of "Colonies and Science" of the "Journal of the Korean History of Science Society" and established a communication field of humanities and science. This researcher contributed and published "Science for Young Revolutionaries: Marxism, Evolution, and Proletarian Children's Literature (1920-1935)" (Journal of the Korean History of Science Society, Vol. 37, No. 1, 2015).
Second year study
The second year's research goal of this study was to clarify the substance of scientific education which was the subject of "small nation" under a war time regime from 1937 to 1945. In the context of the total war time regime, the focus of the study was on how children's science was expressed as 'scientific culture' and how it was reconstructed and how the 'scientific culture' was educated by using images of some. This study distinguished a war time regime from everyday life and emphasized the specificity of a war time science and found the phenomenon that the science is more magically transmitted to the child. It is noteworthy that magic thinking, which is in contrast to the science that represents nature's disenchantment, still appears in children' s science culture. Therefore, in the process of heroism called as ‘small nation’ which is imperialist ideology education and weapon of war carried out in the name of ‘science’ through 1937 ~ 1945 juvenile magazine Boy, Children’s Life, New Century. This study checked the scientific specificity appropriated for supernatural reason.
Based on the results of the second year of the research, this researcher wrote “Wonderland's Scientific Writing: Focusing on the Boy Magazine in the late 1930s” and and contribution·examination in the "Journal of Korean Literature" in October, 2017.
Third year study
In the third year, this study was investigated the ideological implications of the scientific education accepted by the anti - communist boys from 1945 to 1960. In the third year, this study was investigated the ideological implications of the scientific education accepted by the anti - communist boys from 1945 to 1960. The national ideology of the Park Chung Hee regime, which started in the 1960s, also worked in the field of science, and the competition for space development outside of the country promoted scientism. After the liberation of Korea, children's science knowledge was provided and accepted as a form to solve various children's curiosity by preparing a serial like the previous period. In the children's magazines and newspapers, there is a science lecture such as <Drawing a Line>, <Drawing a Border>, <Funny Numbers>, <Making a construction>, <Classroom>. After the liberation, science novels, which had been translated into adult subjects during the colonial period, were published and translated into the form of ‘Boys and Girls' Science and Fiction Books’, ‘Boys and Girls' Science Adventures.’ The situation at home and abroad that has entered the space science era has also affected the formation of Science Fiction (SF) in both Koreas. These results were obtained from magazines such as "Small Student", "Boys World", "Science Century", "Academy", and "Student Science" as well as newspapers and media materials and North Korea's "Science Fantasy Literature". In the third year, this study examined the scientific implications and political implications of children's science culture under the Cold War system after liberation. And research results are being prepared.
The results derived from the process of this study were recognized as a new research methodology that clearly differentiated from the existing scientific and technological research to the experts in the field of science and technology. Previous research on science education in the Korean scientific and technological community has focused largely on higher education, but it has not been possible to determine how science knowledge is delivered in elementary and secondary education, whether through institutional devices (schools) It has not been reviewed. In addition, it was difficult to analyze in depth how science / technology was depicted in magazines for children and how they relate to ideas and ideas that were circulated at that time. In this sense, this study can be evaluated as a study that provides new implications while being fresh.