In this blog post, we will consider the reasons for the neglect of Earth Science in the Korean curriculum and possible solutions.
In Korea, science education is also undergoing many changes in the changing curriculum. The Korean education system is constantly changing to keep up with the rapidly changing global environment and technological advancements. This change is not simply about the transfer of academic knowledge, but focuses on equipping students with the ability to successfully adapt to and lead innovation in the future society. In particular, in the 21st century, as the boundaries between traditional disciplines are breaking down, integrated thinking and convergent approaches are becoming more important. To meet these demands of the times, an integrated curriculum is being introduced that breaks down the boundaries between the humanities and the sciences, with the aim of fostering creative talent with humanistic imagination and scientific and technological creativity.
In the past, the number of science compulsory credits in the 2009 curriculum was 15. However, the science curriculum was reduced to 10 credits in 2015. In a world where science is advancing and changing every day, if science education is reduced, students who are about to enter society after completing higher education will certainly not be able to adapt. This is very unfortunate for a country that dreams of becoming a technological powerhouse. However, science has already left the minds of many students. Science has become one of the subjects that students are unfamiliar with, difficult, and do not want to take.
The most problematic aspect is that among students who are interested in science, earth science is not considered a science subject compared to other science subjects. As the entire high school curriculum has been shifted to a selective system where students take classes based on their course selections, the number of subjects taught in schools has been reduced to reduce the learning burden on students. Earth science is excluded from the future curriculum, which also expands the autonomy of schools in organizing their curriculum. In addition, as science courses have been made into elective subjects, students have not been learning earth science relatively, and major universities have not included earth science in their admission selection process or excluded it from the interview test, which is fueling high school students’ avoidance of earth science subjects. In this article, I will look for the reasons why earth science is not in the limelight and is being neglected, and explore the possibilities for the development of earth science in higher education.
Science is divided into four subjects: physics, biology, chemistry, and earth science. Why is earth science treated this way among the four areas of science? One reason is that earth science deals with topics that are too close to us to be ignored. The topics included in earth science, such as environmental pollution, the sun and stars, and the structure and topography of the earth, are easily accessible. On the other hand, the mechanics of physics, the genetics of life sciences, and the molecular formula calculations of chemistry feel special because they are far removed from real life. This is the main reason why other sciences feel special, but earth sciences do not.
However, I think this is exactly why we should study earth science. Socrates said, “Know thyself.” Similarly, I think we should know the things around us. Natural disasters such as the earthquake in Nepal, the volcanic eruption of Mount Baekdu, and the tsunami in Japan are unavoidable, so we need to have a proper understanding of disasters. In addition, abnormal weather caused by climate change is already a major global issue. It is difficult to understand and respond to these issues without knowledge of earth science. Earth science is also the subject that teaches about environmental pollution such as global warming and ozone layer destruction, which are becoming global issues. In earth science, eco-friendly energy is emphasized to reduce the use of fossil fuels, and these issues are also covered. In earth sciences, one cause does not lead to one result, and flexible thinking is required. Such thinking will enable complex thinking and will be the basic foundation for fostering creative and convergent talents.
The second reason why earth sciences are neglected by students is related to college admissions. The distribution of earth science-related departments in top-ranked universities in Korea is smaller than that of other science subjects. This means that fewer students will choose earth science in higher education. If students do not choose earth science, it will affect earth science education, and the position of teachers in the education field will become unstable when education on science needs to be strengthened. However, today’s earth and space environment era requires more solid scientific knowledge and insight into a holistic understanding of global issues than ever before. In addition, the future cutting-edge technologies that are in the limelight require convergent science and technology, rather than focusing on one area, such as life or physics. Earth science is a subject that encompasses physics, chemistry, and life, so we must seek ways to develop it without being affected by this trend.
The most important thing in earth science education is to arouse students’ interest and curiosity. If students become interested, earth science will no longer be a subject to be memorized or for college entrance exams, but will be an absolutely fun and desirable career path for the future. The most important thing is the role of the teacher. Teachers should provide lessons that can arouse interest, such as using visual aids or introducing related occupations. If it is possible to develop classes that develop interest, the potential for the development of earth science in higher education will be unlimited.
Looking at the characteristics of science education in the United States, we can see that the role of teachers and education are emphasized. Since 1990, the United States has promoted a new science education reform, dividing the content of science that students must learn into material science, life science, and earth and space science. Earth science is being promoted as a civic education for the 21st century, and in Japan, where typhoons and earthquakes cause a lot of damage, earth science has already become a part of everyday life, rather than just memorized knowledge. This means that it is directly related to oneself and that there has been interest in it. Now is the time when we need earth science knowledge to wisely deal with issues related to the earth, the universe, and human life.
Even though it has been revealed that earth science is a source of knowledge that can solve the problems of humanity in the 21st century, there is very little interest and support for earth science in Korea. In addition, the Korean curriculum is being changed to be less burdensome for students. But is this really beneficial for the development of Korea? It is impossible to provide education that does not burden students at all. Teaching only easy content because it is less burdensome is like giving up on education. If the idea is to make the curriculum easier so that students can focus on their subjects without feeling burdened, education officials should change their thinking as soon as possible. There is a saying that goes, “Those who try hard cannot keep up with those who enjoy.” Instead of changing the curriculum frequently, education should be provided in a way that can arouse students’ interest.
