• Journal of the Korean Institute of Landscape Architecture
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• v.52 no.4
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• pp.56-68
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• 2024

This study aimed to derive the concept and types of school outdoor spaces in Seoul. The research results showed that the concept of school outdoor space can be viewed as an outdoor activity space in schools that secures the value of integrated public life and communal life, including "behavioral rights, walking rights, living rights, urban rights, landscape rights (viewing rights), and nature experience rights." It can also be defined as a basic educational space that reflects the value of education, which is the basic function of schools and the characteristics of the community. As a result of the analysis based on the general types of outdoor spaces, it was found that the outdoor spaces of Seoul schools can be divided into three major categories: walking space (movement function), educational space (educational activities), and rest and other spaces (other services). Based on this, outdoor spaces were categorized and subcategorized to serve as the basis for policy implementation. These classifications are characterized by 1) simplifying the classification of spaces by function into three (movement functions, educational activities, and other services) to enable the use of outdoor spaces for integrated purposes; 2) reflecting the complex use of spaces by subdividing educational spaces focusing on major activities, and in particular, discovering complex spaces due to the three-dimensionalization of buildings; and 3) enabling spatial-level planning and facility element-level access according to school characteristics. It is characterized by applying the recent trends and systems of general outdoor space projects to the current situation of schools.

• Journal of Christian Education in Korea
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• v.78
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• pp.87-110
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• 2024

The purpose of this study is to explore the educational philosophy that is the basis for the establishment of Christian alternative schools and the curriculum that is the standard for educational practice accordingly, and to understand in depth the educational philosophy and curriculum, what characteristics are common in each type in the school field. This study also explored the main factors that lead to educational practice in the curriculum. In order to explore these research questions, this study was conducted using interview that is one of the qualitative studies. The subjects of this study are 16 teachers selected from the three types of Christian alternative schools that exist in Korea. Based on our findings and discussion, this study was presented several suggestions. First, in the reality that parents are sending their children to alternative schools for their faith, school leaders and teachers must practice sincere faith education with deep reflection. Second, in order for Christian alternative schools to fulfill their responsibilities as schools and continue to provide a valuable education, it is necessary to integrate Christian worldviews and academics through cooperation with allied organizations. Third, in order to reduce the burden of parents' excessive educational expenses, there should be a civic effort to request financial support from the nation at least for school operating expenses.

• Journal of Elementary Mathematics Education in Korea
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• v.3 no.1
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• pp.61-74
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• 1999

In this paper, we try to find through questionnaires from the teachers of Cheju elementary schools what the situation at schools in performance assesment is like at this present time, what methods of performance assesment they prefer to use, and what methods they want to be developed. After that, we are going to find the methods which can be used for each grade in elementary school.

• Proceedings of the Korea Society of Mathematical Education Conference
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• 2009.10a
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• pp.17-20
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• 2009

수학적인 사고에는 여러 가지 유형이 있는데 그 중에서 가장 기본이 되는 사고유형 중의 하나가 일반화이다. 수학에서 일반화는 지식을 발견 및 발명할 뿐만 아니라 새로운 수학 이론을 확립해 나가는데 중요한 역할을 한다. 본 연구에서는 이러한 일반화를 경험적 일반화와 이론적 일반화로 구분하였고, 일반화에 대한 선행연구를 바탕으로 이 두 유형의 일반화에 대해 고찰한다. 또한, 두 유형의 일반화에 대한 학교수학에서의 다양한 예를 찾아 제시할 뿐 아니라 새로운 예를 제시함으로써 경험적 일반화와 이론적 일반화의 개념이 정립될 수 있도록 한다. 마지막으로 중학교 및 고등학교에서 다루는 한 가지 학습내용을 통해 경험적 일반화와 이론적 일반화에 대한 체계적인 분석을 실시하고 교육적인 시사점을 제시한다.

• Asia-Pacific Journal of Business Venturing and Entrepreneurship
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• v.8 no.2
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• pp.153-159
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• 2013

This study is to verify between Juvenile delinquents and normal juvenile groups using MBTI personality types. This study aims to know personality types on the juvenile delinquents and apply to creative school education administration. The research was performed as below: First, Measuring and descriptive statistical analysis were performed. One hundred and two subjects who were youths disposed of Seoul nambu youth alternative education center. Data were collected from July to October in 2012. Second, Questionaries assessing demographic and MBTI(Myers-Briggs Type Indicator) by Carl Jung were administered. Third, statistical analysis was done by SPSS for Window 12.0. To Verify the reliability of the measures and correlations between questionnaire items, and to find out the difference of the specific personality types, were used frequency analysis and Pearson Chi-Square. The results of this is significant personality types of juvenile delinquents are 'E', 'P', and 'SP'.

• The Journal of Sustainable Design and Educational Environment Research
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• v.16 no.2
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• pp.34-43
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• 2017

The purpose of this study is to provide a basis for determining when a school established long term school plans accepted by analyzing the trend of increase or decrease elementary school students 30 years to target of following nine cities, 552 elementary schools in Korea - 4 metropolitan cities(Ilsan, Bundang, Jungdong, Pyungchon, Sanbon, Dongtan and Kwangkyo), 4 central regional cities (Chunan, Asan, Seosan and Nonsan), 3 south-eastern regional cities(Pohang, Woolsan, Jinju, Changwon and Kyungsan) and 4south-western regional cities(Kwangju, Jeonju, Suncheon and Kunsan) for this purpose. Results of this study are as follows: First, the most common type was type 5, accounting for 56.8% (658) of the total, followed by type 11 (12.8%), type 13 (7.9%), type 15 (5.6%). Of the total 15 types, type 1, type 3, type 7 and type 14 accounted for less than 1% of the total. Second, the results of the Conflict Model I and Conflict Model II showed that Type1 and Type7 were not needed to be adopted.

• Journal of Educational Research in Mathematics
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• v.27 no.3
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• pp.391-410
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• 2017

This study aims to analyze mathematically gifted students' characteristics of generalization and justification for a given mathematical task and induce didactical implications for individual teaching methods by students' learning styles. To do this, we identified the learning styles of three mathematically gifted 6th graders and observed their processes in solving a given problem. Paper-pencil environment as well as dynamic geometrical environment using Geogebra were provided for three students respectively. We collected and analyzed qualitatively the research data such as the students' activity sheets, the students' records in Geogebra, our observation reports about the processes of generalization and justification, and the records of interview. The results of analysis show that the types of the students' generalization are various while the level of their justifications is identical. Futhermore, their preference of learning environment is also distinguished. Based on the results of analysis, we induced some implications for individual teaching for mathematically gifted students by learning styles.

• Journal of Korean Library and Information Science Society
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• v.49 no.1
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• pp.23-46
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• 2018

The purpose of this study is to examine the effect of providing books to elementary school students that match their personality type on their reading attitude. For this purpose, this study investigated among the 226 elementary school students that are enrolled in fourth, fifth, and sixth grade classes at the elementary schools located in Gyeonggido, South Korea. The personality type of the students was determined by the Enneagram test. In this study, students were given with books that match their personality type and the effect of the provision was investigated. Main results of this study can be summarized as follows. First, the fact that books that match their own personality type made the children curious about the books, evoking their interest in reading. Second, the children exchanged their books with those who have similar personality type after they finish reading. As a result, the children could be exposed to more diverse books. Third, the students were curious about what kind of books were given to those with different personality type. The students responded that they want to read all of the different types of books too.

• The Journal of the Korea Contents Association
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• v.22 no.2
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• pp.431-446
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• 2022

In this study, the characteristics of the experiences and perceptions of vulnerable adolescents on the school environment were explored and categorized, and of which the meanings were confirmed. For this purpose, Q methodology was used, and 94 Q samples were extracted by analyzing pre-interviews, literature analysis, and media search contents to form a Q population. Q classification was performed on the subjects. The schools belonging to the sample P are 7 high schools in Seoul and 4 high schools in Gyeonggi-do. As a result of analyzing the data collected in Q sorting using QUANL-PC program, a Q analysis program, it was classified into 4 types. Type 1 is 'a conformal and moeling type', and Type 2 is 'negative and defiant type', Type 3 is 'passive and helpless type' and Type 4 is 'progressive and struggling type'. Through this study, it is expected that this study will be able to understand the experiences and perceptions of the school environment of underprivileged adolescents, and to obtain the necessary clues for realistic support strategies for them.

• The Journal of Sustainable Design and Educational Environment Research
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• v.19 no.1
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• pp.13-24
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• 2020

The purpose of this study is to analyze and match future teaching-learning methods with learning-space types as customized not only by school grade or grade groups, but also by learning modality. As a result, the following six teaching-learning methods were identified as future teaching-learning methods: flipped learning, deeper learning, collaborative learning, learning through immersive virtual reality, playful learning, and learning through OER(Open Educational Resources). There were also six learning-space types that were identified: playing and discovering space, a making and placement space, a presentation and sharing space, a space for independent study, space as a stage, and space as content(See Tables 8 and 11). Learning-space types and future teaching-learning methods were matched with 22 different types of learning modalities based on the presented degree of utilization by school grade or grade groups(See Table 13).