• Proceedings of the Acoustical Society of Korea Conference
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• autumn
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• pp.293-296
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• 2001

1990년대 중반 이후 우리나라 초등학교 교실은 열린교육과 다양성을 추구하는 새로운 열린교실을 표방하고 진행되고 있다. 또한 건축설계에 있어서도 과거의 종합 표준설계에 의하지 않고 각 학교마다 별도의 건축설계에 따라 지어지고 있다. 본 논문의 목적은 현재의 초등학교 교서의 차음환경을 조사하고 새로이 지어진 교사의 교실과 열린교실의 실내 음환경을 조사하여 현재 상황을 분석평가하고 이에 대한 대안을 제시하고자 하는 것이다. 이를 위하여 건축시공연대가 다른 초등학교 3개 학교를 선택하여 단위교실에서의 실내음향인자(RT60, C80, D50, RASTI)와 인접교실과의 차음성능(TL)을 측정하였다. 또한 해당교실의 학생과 교사에 대하여 설문조사를 실시하였다. 각 측정은 외부와 복도에 인접한 창문의 개폐여부와 실내의 위치별로 이루어 졌다. 실험결과, 열린교육에 따라 가변적 교실의 구성은 기존의 교실보다 차음성능이 평균$5\sim6dB$ 낮은 것으로 나타났다. 또한 신축교사의 RASTI값(0.73)이 10년 이상 된 학교(0.70)나 열린교실(0.64)보다 높은 것으로 나타났다. 음성명료도(D50) 역시 일반 신축교사가 열린교실 보다 높게 나타났다. 이것은 실의 기밀과 내부바닥의 마감자재로 비롯되었으며 최근의 열린교실은 음의 차음과 실내명료도에서 열악한 것으로 결론되었다.

• 한국정보교육학회:학술대회논문집
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• 2009.08a
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• pp.33-40
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• 2009

교구로봇' 교육은 영재교육과 경진대회를 통하여 초등학생과, 학부모, 교사에게 기대와 인식이 매우 보편화 되었다. 또한 창의성과 통섭교육에 대한 관심이 높아짐에 따라 초등학교 방과후 교실의 로봇교육은 더욱 증가할 것으로 보인다. 그러나 방과후 로봇 교실 운영에 대한 초등현장의 교구로봇 교실 운영 실태조사가 이루어지지 않고 있을 뿐만 아니라 지도교사 양성이나 체계적인 프로그램 운영 관리가 부족한 상황이다. 따라서 본 연구에서는 초등학교의 방과후 '교구로봇' 교실 운영실태 및 교사의 인식을 조사하여 문제점을 파악하고, 보다 바람직하고 효율적인 방향으로 방과후학교 로봇교실이 정착될 수 있도록 시사점을 제공하고자 한다.

• Journal of the Korean School Mathematics Society
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• v.17 no.2
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• pp.207-234
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• 2014

There has been an increasing concern of how mathematical idea indicates and shares in a way to promote students' mathematical development. Such ideas highlighting need of the culture of mathematics classroom in mathematical education. The culture of mathematics classroom was constructed classroom social norms, sociomathematical norms, and classroom mathematical practice. This paper investigated how sociomathematical norms were constructed in two elementary mathematics classrooms by two different teachers.

• Journal of Digital Convergence
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• v.18 no.2
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• pp.269-276
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• 2020

In this study, we will analyze the classroom space of elementary schools that have implemented the Seoul Metropolitan Government's 'Dream Classroom' project and identify satisfaction and needs in terms of users. Primary school was selected and the composition and color of space was investigated by the present ministerial inspection. The survey was conducted on homeroom teachers and analyzed as SPSS/WIN Statistical Programme 22.0. The satisfaction level of space elements was verified by the technical statistical analysis, the general classroom and the 'classroom with dreams' difference in response t-test, the need for planning elements (criticality), and the difference in satisfaction with one way ANOVA. The space had the most separate, primary-colored classrooms. They preferred emotional factors and bright and light atmosphere for the lower grades, and the soft and soft atmosphere for the middle and high school students. The school preferred communication space with the community, proper play and relaxation space for the complex type of classroom. This will help set the direction for elementary school classroom space planning during the Fourth Industrial Revolution.

• Journal of Educational Research in Mathematics
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• v.24 no.1
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• pp.29-44
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• 2014

The newly revised mathematics curriculum in 2009 mentioned the mathematics specified classroom. All schools in the secondary school will implement Mathmatics Subject Class System by 2014. Expecing to extend the mathematics specified classroom to the elementary school, this study explores the direction how to configurate and use it. On the ground of previous research on mathematics laboratory and mathematics subject class system, this study makes questionnaire and survey recognition and opinions about mathematics room in the elementary school with elementary school teachers. Based on the result of analysis of questionnaire, this study suggests math cultural experience room, room for mathematical recreation, mathematics specified classroom as the main functions of elementary mathematics room, and utilization of mathematics room to perform such functions. This study provides suggestions about elementary mathematics room differentiated from mathematics subject class system in the secondary school.

• Journal of The Korean Association of Information Education
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• v.14 no.1
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• pp.25-33
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• 2010

Teaching aids Robot Education, through early education and contests, is very commonly known to elementary school students, their parents and teacher. However, not only we do not have complete knowledge of how robot education for after school performs, but also we lack a proper management skills in educating new teachers and running a structured program. Thus, through this research, we would like to identify the problems in teacher's knowledge and how the robot education is running according to provinces, size of cities, public private school, and size of schools and provide proper and most effective way of teaching after school robot class. According to the result of this research of running 'Robot class' in different area, sub-areas and size of schools, there was a meaningful difference and the biggest problem in performance was the class organization. In addition, about the expectation through after school classes, the research showed that the teachers expect lower cost of private education and improvement in creativity the most.

• 한국사회정책
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• v.23 no.2
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• pp.141-172
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• 2016

This study examines the employment conditions and labour experience of elementary after-school care teachers in South Korea. Based on the empirical data collected through in-depth interviews with after-school care teachers in Gwangju Metropolitan City, the study considers multifaceted problems faced by after-school care teachers in their workplace. The after-school care class is part of educational policies initiated and rapidly expanded by the Ministry of Education, resulting in the substantial increase of non-regular school workers. The irregularization of after-school care teachers illustrates that the common problems faced by female non-regular workers, such as social discrimination, exclusion and inequality, are also transplanted into the typical public sector. In the case of Gwangju Metropolitan City, during the past two years there have been evident increases both in under 15-hour short time contract care teachers and outsourcing of care classes. Temporary part-time contract care teachers suffer relentless job insecurity and experience poor working conditions, exclusion and discrimination within the workplace and labour alienation. In order to minimize the organized resistance of care teachers, school authorities implicitly individualize and isolate care teachers through hierarchization, the division of labour and the spatial division of classes between indefinite and temporary contract teachers.

• The Journal of Sustainable Design and Educational Environment Research
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• v.19 no.4
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• pp.60-69
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• 2020

This research is a preliminary study to find out the module of 20 students in a classroom. This research investigated the widths of passages in the 30 classrooms of 5 elementary schools in Namyangju City, Korea. The conclusions were as follows: First, the area of unit for 1 student was 650 (W) × 950 (D). Second, the desk placements for most classrooms were one-way types (87%), and group-study types constituted 13%. Third, the width between the blackboard and the very front desk was 2.17 m. The width of passage between the very back seat and the backside lockers was 1.32 m. The width of passage between the sidewall and the nearby desk was 0.8 m. The width of passage between the window and the nearby desk was 0.8 m. The average widths of 2 vertical passages between the desks were respectively 0.67 m and 0.68 m. Fourth, the area of the teacher was 2.1-2.25 m × 2.16 m = 4.5-4.8 ㎡.

• Archives of design research
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• v.19 no.4 s.66
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• pp.17-30
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• 2006

This study is for the size calculation of classroom based on the size of human body and teaching tools. The curriculum of Elementary school has been changed since 1960. It has been reflected on the size of classroom of elementary school. The new education curriculum-the 7th curriculum- demands various activities in classroom. And the Ministry of Education repealed the statute about the facilities of the schools on September in 1997. So we need to different size of unit space of the classroom in elementary school because the size of classroom will affect the quality of education. It is generally known that a part of human body-size has an invariable proportion with human's status, age and weight. In this study, regression analysis is used to find out a part of human body-size of Korean. Then the size of classroom is calculated by the part of human body-size, teaching tools and the type of desk arrangement.

• Journal of Science and Technology Studies
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• v.19 no.3
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• pp.201-246
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• 2019

Information technology is sometimes considered as a cause that puts education in a big crisis, or it can be seen as a savior. In 2011, the Korean government announced that it would innovate education and build a talented nation by bringing IT into schools of public education system through the SMART education policy. The policy initiative aimed to establish a standard classroom models that can be diffused all over the country's schools so that teachers and students may become familiar of using devices such as tablet PCs and laptops. This paper analyzes how the smart classrooms caused friction in the actual education practices. To this end, I analyzed the direction and ideals of the SMART education policy by reading government policy document and design guidelines officially published, and visited three elementary schools that are actually building and operating a smart classroom environment to visit the facilities and have in-depth interviews with teachers and technicians. The ideal type of classroom proposed by the smart education policy was a package equipped with various functions at once in a neatly designed space like a "model house", but it was difficult to be used as a normal classroom in everyday life of school. Instead of copying and installing the model, each school decided to get "smart" in its own way, depending on how factors such as size, local characteristics, socioeconomic conditions of students and teachers, teacher experiences, and the level of existing infrastructure were combined. In Elementary School A, the machines tamed specific space of the school to create their own space, while following the rules of the school for being mobile. Although Elementary School B could not construct fully supported environment that encompassed the entire school, the system was organized with the help of well trained teacher's experiences in other schools. In Elementary School C, the machines are concentrated on specific classrooms and they promote teacher's professionalism. The components of the smart classroom were disassembled and recombined in context to make each school's classroom "smart".