• Proceedings of the KAIS Fall Conference
• /
• 2012.05a
• /
• pp.258-260
• /
• 2012

본 논문은 교육용 프로그램이 학업성취도에 유의미한 영향을 미치는지 알아보고자 설계되었다. 실험은 서울특별시에 위치한 I초등학교 4학년 2개 학급 총 60명을 연구 대상으로 하여 각각 실험집단과 통제 집단으로 나누었다. 실험처치는 2011년 9월부터 10월까지 실험집단에는 스크래치 프로그램을 활용한 교육을, 통제집단에는 교실에서 판서 수업을 진행하였다. 측정한 결과 실험집단에서 유의미한 결과가 나타났다.

• Journal of the Korean Society of Radiology
• /
• v.8 no.4
• /
• pp.211-216
• /
• 2014

Radium is rock or soil of crust or uranium of building materials after radioactivity collapse process are created colorless and odorless inert gas that accrue well in sealed space like basement. It inflow to lung circulate respiratory organ and caused lung cancer because of deposition of lung or bronchial tubes. In this study, the air in the elementary school classroom nongdoeul tonkatsu place of measured values were compared using the calculated annual internal radiation exposure. La tonkatsu exposure measured in primary school classroom at least five schools when you close the windows in the average floor 0.56mSv 2 floors ground floor windows when opened 0.384mSv 048mSv 3 floors, 2 floor levels of the same three layers 0.31mSv 0.296mSv the human exposure to radon and radiation on the first floor of 3 floors above ground in a lot of exposure was moderate. When you close the window from the first floor up 0.384mSv 056mSv 3 floors with a minimum annual radiation exposure due to natural radiation in the 16 to 23.3 percent minimum 2.4mSv accounted for. When I opened the window to the maximum annual radiation exposure 2.4mSv 0.296mSv 0.31mSv least a minimum of 12.3 to 12.91% accounted for Results suggest that more than five chodeunghakgyoeun La tonkatsu domestic radon measurements conducted below regulatory requirements and internal exposure has also fall within the normal range. People The less the radiation exposure to the human body because it reduces the impact in the classroom in elementary school vent windows often reduced to the maximum radon concentration in the air, if called tonkatsu be able to reduce radiation exposure for the immune system is weak and elementary will be helpful to experiment more in the future for the school authorities called tonkatsu investigation is done to him if the action to establish a more secure school building facilities is thought would be helpful.

• KIEAE Journal
• /
• v.5 no.2
• /
• pp.51-62
• /
• 2005

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

• Journal of the Korean Institute of Educational Facilities
• /
• v.23 no.1
• /
• pp.3-12
• /
• 2016

This thesis examines the shape, organization, background, and significance of the classroom space in highly appraised elementary schools since the inauguration of public education in modern times in the fields of education or architecture. This thesis acknowledges that classroom shapes comprise an auditorium-like space for a large-scale study group, a square-shaped classroom designed for simultaneous teaching for single class, and bent and L-shaped classrooms for various learning activities. Whereas the square-shaped classroom for simultaneous teaching which has lasted until now evolved around 1870, the post-1930s era witnessed the emergence of a composition in which classroom and outside space are associated, of an atypical classroom, and of Functional Unit where common space and classrooms are assembled. It is deemed that the emergence of the atypical classroom comes from the reinterpretation of learning and space pursuant to progressive pedagogical philosophy and child development theories and functional architecture theories. Thus, this thesis verifies that school construction and learning space can be newly created and the synthesis between education, child development studies, and architecture is a prerequisite to such a creation.

• Journal of the Korean Institute of Rural Architecture
• /
• v.16 no.1
• /
• pp.43-52
• /
• 2014

Education is about sharing knowledge and using techniques and skills that can person's ability. the goal is to educate and develop people as a whole. In order to achieve this educational purpose efficiently, our society has many educational courses. The educational facility which can be used in a variety of educational methods should be made flexible. It should provide an environment in which ever student can grow. Being creative, using a variety of methods should help to develop character in people. In order to achieve this, the school's facilities should be future-oriented. It is necessary to research systemically about its changes and feed back according to the social demand, the educational purpose, and the changes of educational courses. This study is intended to present basic material which will be need from now on for the facility of the special classes in jeju city. Elementary schools should consider having a reasonable scale and arrangement pattern. The facility for special classes has to find a way to operate flexibly according to the changes of the class number.

• Journal of the Korean Institute of Educational Facilities
• /
• v.12 no.6
• /
• pp.26-35
• /
• 2005

The purpose of this study is to suggest improved Special Instruction Classrooms(SIC) in terms of architectural planning based on the analysis of design characteristics and problems. For this study, SICs in 20 elementary schools located in Daegu were selected and investigated. The results of investigation showed that: first, the vertical separation type is mostly preferred for the layout of SICs; second, the top floor is preferred for the location of SICs. We suggest that first, each SIC should be located with consideration of the characteristics of subjects(); second, the degree of adjacency-room preference for each room should be taken into consideration for the zoning of the SICs(, ); finally, a direction for improvement for suitable architectural design of each SICs should be based on the feasibility of learning space().

• Korean Institute of Interior Design Journal
• /
• v.16 no.5
• /
• pp.89-97
• /
• 2007

This study compares, analyzes and reevaluates color conditions and images before and after the execution of the 7th curriculum with elementary schools in Gwang-ju Metropolitan City based on the fact that color among physical environments of elementary classrooms has an important influence on children's emotion and draws problems and aims to accumulate the basic materials for preparing guidelines of improving color environment at general classrooms of elementary schools. Consequently, according to color conditions, major colors on ceiling and wall were high brightness/nigh chroma of Y and YR line regardless of division of grades and other color factors of classroom showed that wall and ceiling used similar colors, but brightness was higher after change than before it. In evaluation of color images, lower grades showed negative color images such as 'common,' 'rustic,' and 'strange' before change, but they showed positive color images after change such as 'clean,' 'unique,' and 'soft'. But, most of higher grades showed negative reactions before change such as 'common,' 'strange,' and 'rustic' and they showed positive reactions after change only in such items as 'clean,' 'warm,' and 'unique', but Indicated negative reactions in remaining items such as 'strange,' 'rustic,' 'stiff,' and 'artificial'. Accordingly, in using colors for lower grade classroom, arrangement of colors through adjustment of brightness and chroma between ceiling, wall and other components based on coloring of high brightness and low chroma of similar colors should be considered and for higher grade classroom, arrangement of colors of unique images of mid-brightness/mid-chroma among warm color lines of similar colors should be examined.

• Journal of Science Education
• /
• v.47 no.1
• /
• pp.88-106
• /
• 2023

This study aims to investigate the disparity between the teacher's perception of student-centered inquiry classes and the actual implementation of such practices. Specifically, we compared an elementary science teacher's self-perception of her science lessons with the observers' evaluation using the Reformed Teaching Observation Protocol (RTOP) of the "Temperature and Heat" unit. Research data were collected through classroom teaching survey, interview, and science lessons video which were analyzed using the RTOP. As a result of the study, the teacher recognized that she was practicing inquiry-oriented/student-centered classes, but the results judged by the RTOP score were found to be transitional/student-affected classes by a slight difference. Teacher H planned and practiced classes based on a high understanding and content knowledge of the curriculum and created a science classroom culture that promotes active interaction among students as well as students and teachers. However, teacher-led aspects were still emphasized in teaching design and implementation, and the project theme and content were inappropriate to improve the quality of students' science inquiry experience. In the end, the slight difference between teacher's perception of inquiry-oriented/student-centered classes and actual implementation is related to how student-centered "lesson design" is and how to plan and implement classes supported by "procedural knowledge" for students' experience in the science inquiry process. These results indicate that the teacher's self-evaluation alone is not enough to determine whether the teacher's intentions and efforts are actually being implemented, and that it is necessary to conduct objective analysis, evaluation, and discuss the results of science classes by the external observers.

• Journal of Educational Research in Mathematics
• /
• v.19 no.1
• /
• pp.163-183
• /
• 2009

The purpose of this study was to provide useful information for teachers by analyzing mathematical communication emphasized through 'exploratory activity' and 'story corner' in elementary textbooks based on the revised curriculum. Two classrooms from the first grade and second grade respectively were observed and videotaped. Mathematical communication of each classroom was analyzed in terms of questioning, explaining, and the sources of mathematical ideas. The results showed that only one classroom focused on students' thinking processes and explored their ideas, whereas the other classrooms focused mainly on finding answer. Particularly, this tendency often appeared when implementing 'story corner' than 'exploratory activity'. The reason for this was inferred that teachers were not familiar with teaching mathematics in stories and that teachers' manual did not include concrete questions and students' expected responses. This paper included implications on how to promote mathematical communication specifically in lower grades in elementary school.

• Journal of Nutrition and Health
• /
• v.51 no.3
• /
• pp.264-274
• /
• 2018

Purpose: This study aimed to investigate the current status of food service management in elementary care classes. Methods: A focus group interview with seven care class managers and a survey with 101 care class managers using a self-administered questionnaire in Gyeonggi province were conducted. Results: In the focus group interview, purchased meals and snacks were evaluated as low quality by the care class managers. Frequent use of frozen or processed food and products with low prices were also reported as problems. Care class managers were in charge of meal and snack planning without any guidelines or expert advices. The results of the survey show that most schools serve purchased snacks and meals. The average unit costs of one meal and snack were 4,062 and 1,463 Won, respectively. The average unit costs of snacks during semester (p = 0.015) and vacation (p = 0.039) were significantly lower in rural than urban areas. The percentages of schools that prepared nutrition standards for meal and snack planning in elementary care classes were only 7.4% and 10.9%, respectively. The meal menus were mostly provided by catering service companies, and the snack menus were planned mostly by the care class managers. Menu planning by the care class managers was more usual in rural than urban areas (p = 0.054 for meal planning and p = 0.008 for snack planning). Just 33.7% of schools introduced safety standards for food service in elementary care classes, and more than half of the respondents (56.4%) did not do a regular medical check-up. Only 33.7% of the respondents received education for food safety. Conclusion: These results show the necessity for establishment of detailed guidelines for food service in elementary care classes and for the introduction of a food safety and nutrition education program customized for care class managers.