The electric discharge experiment, known as the Miller-Urey experiment, is one of the experiments to understand the origin of life on Earth. The experiment involved simulating the Earth’s early atmosphere by introducing methane(CH4), ammonia(NH3), and nitrogen(N2) gases, and applying energy through electric discharge. Resulting solution was found to contain amino acids such as glycine(C2H5NO2), alanine( C3H7NO2), histidine(C6H9N3O2), proline(C5H9NO2), and valine(C5H11NO2). These amino acids were compared with the results of the recent experiment (Parker et al. 2014). Interestingly, the electric discharge produced C2 swan band and CN emission and it was newly found in gas phase. These two emission bands are commonly observed in comets.

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.