• Journal of Korean Home Economics Education Association
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• v.19 no.1 s.43
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• pp.47-64
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• 2007

The purpose of this study was to develop, apply and evaluate the teaching learning plan for disabled experimental activity to evaluate the accessibility of middle school experimental facilities. Three main resources such as 2 hours teaching learning plan for disabled activity, recording sheets and evaluation sheets had been developed. The process plan had been applied 214 senior students in 7 middle schools purposely selected by areas, constructed years, number of stories of school during November to December, 2005. General accessible levels of middle school facilities was somewhat inadequate especially exterior slops, toilets, bowls were the most unaccessible ones. Most of all students had accidents and/or injuries in school environments from minor to major ones. Male Students were more likely than female Students to get injuries. Students experience of accidents and injuries and awareness of inconvenience, danger, needed facilities supported. the result of the accessibility levels evaluated by disabled activities. Students were generally satisfied with and positive to the teaching learning process plan developed and applied in this study. Students had improved critical Perspectives as well as awareness of inaccessible chances in the school facilities through the experimental process. The evaluation as differed by school characteristics and students' interests in disability.

• Journal of the Korean Institute of Educational Facilities
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• v.20 no.1
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• pp.3-14
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• 2013

The following research, analysis about an integral part of current elementary classroom, has been done to grasp the importance of re-organization of an elementary school classroom. For the research process 11 schools, 60 classrooms have been studied to analyze the physical elements of classroom(learning tools, equipment, etc.) to provide deeper understanding on their display, and spatial arrangement, as well as characteristic of a classroom. By looking at these analyzed elements with perspective to the grade, the number of students per class, the result turned out to be uninteresting. The observation that was made by this analysis was that there are more usages of multi-purpose desk in the classroom when there are only a few numbers of students. Also the observation could be made on the classroom wall-post. Each post had a tendency to have its defined area to be posted. The analysis showed that there are total of 24 corners can be created in the classroom, also it distinctly showed that the number of corners gets changed depending on the number of students in the classroom. The 24 corners including learning tools, equipment, and posts could be sorted to a minimum of 11 areas and a maximum of 22 areas depending on the educational purpose of the corners. The current layout of these corner and area will be the primary component that will be needed for the new coming classroom. For the future progress, depending on the system of education, the following needs to be done: (1) The installation of corners in the classroom (2) A small common-lounge area between two classrooms (3) A common-corner for each grade (4) Deeper research will be required to discuss the installation of a wide-educational area.

• Journal of the Korean Institute of Educational Facilities
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• v.8 no.5
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• pp.5-16
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• 2001

This paper presents results from analysis of architectural plan drawings of 355 elementary schools recently designed for 4 years. Theses plans are analyzed by factors such as local distribution, number of classes, type of plan, total construction area, area per a class, area per a student, and area status of each space. The purpose of this study is to provide fundamental resources for architectural designing and planning of elementary schools through finding trend and status of elementary school buildings that have no detailed data of area index. The results of this study are as follows: 1. As a result from analyzing number of classes in the surveyed schools, schools having 36 classes are dominant and schools having 72 classes are also shown. Average number of classes is 34.1. This result reflect s that elementary schools have been planned as large-scale schools. 2. In terms of type of plan, we found out that instead of disappearing traditional single corridor type building, the open school building that have multi-purpose spaces are mainly designed. In addition to that, there are few schools with large class rooms. 3. In the status of area of each school, they have much larger areas than areas provided by building guidelines. Secondly, there are some schools with two times area difference even though they have same class number. Therefore, it needs to adjust the school building guidelines to practical needs in the consideration of elementary school building for compulsory education. Though the plans of recently designed school for 4 year s are more differentiated than past, there are few schools planned by appropriate plan design and area distribution scheme. As a consequence, some improvements like improvement of building guidelines are desperate.

• Journal of the Korean Institute of Educational Facilities
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• v.20 no.6
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• pp.21-30
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• 2013

This study aimed to identify elementary school teachers' perceptions of various aspects of physical environments of a classroom. For the purpose, a survey questionnaire was administered to 982 classroom teachers(female 82.2%) working at 67 elementary schools(Seoul 55%) located in Seoul and Busan. According to the analyses of the survey data, 50.8% of the respondent teachers suggested 20-25 as an optimum class size. Also, 57% of the teachers were positive about the current size of a classroom($67.5m^2$), but evaluations of a classroom size were divided between the teachers who had more and less than 30 students in class. Furthermore, three factors, labelled as 'uniqueness', 'residential stability' and 'visually pleasing', were extracted from a factor analysis of the Semantic Differential Scale consisting of 24 adjectives evaluating a classroom environment. Teachers from Busan tended to rate higher in the uniqueness domain while female teachers scored higher in the domain of residential stability, respectively, compared to their counterparts. Overall, the teachers perceived their classrooms having no particular characteristics, but rated highly in terms of stability. In addition, it was found out that the teachers' requests for the improvement of a classroom environment were not so much as the increased size of a classroom as a reduced class size as well as educational facilities that are corresponding to a variety of instructional methods. In summary, this study confirmed that elementary school teachers' perceptions of a classroom environment varied according to such factors as sex, teaching career, grade of their concerned class, and class size.

• The Journal of Sustainable Design and Educational Environment Research
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• v.18 no.4
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• pp.21-32
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• 2019

In this study, we the characteristics of the spatial layout have been analyzed focusing on the case of compulsory schools, which are the forms of elementary and middle integrated schools in Japan. Thus, according to the development stage of the elementary·middle students, we derived the characteristics of the space structure and layout of the classrooms of each class. and derived spatial arrangement of private and shared space of elementary and middle integrated schools. In addition, we analyzed the characteristics of subject classroom collaboration by beginner, intermediate and advanced level, derived a desirable subject classroom placement plan, and suggested the basic direction of Korean elementary and middle integrated schools focusing on the direction of space layout composition.

• Korean Journal of Childcare and Education
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• v.7 no.4
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• pp.1-26
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• 2011

The purpose of this study was to examine the screening and its validation of children with language developmental delay in child care and education centers, the response of parents with children with language developmental delay and the assistance needs of child care and education teachers for those children. Teacher interview with semi-structural method, transcription and content analysis method were used. The subjects in this study were 13 teachers and 30 infants and toddlers with language developmental delay in 10 child care and education centers in Seoul. The findings of the study were as follows: First, the child care and education teachers screened children with language developmental delay in their classes based on their verbal characteristics and maladjusted behavior. Their screenings were turned out correct. Second, as for the response of parents, the parents who had children with language developmental delay were indifferent, were aware of the fact in advance or asked the teachers for counseling on their children's language developmental delay. Third, the teachers couldn't provide the appropriate supports for the children in needs. Fourth, regarding the assistance needs of the child care and education teachers, they called for assistance from specialists and professional institutions, and wanted to receive education on language development. Besides, they asked for relevant supporting materials and screening criteria, and considered it necessary to reduce the ratio of teacher to children.

• Journal of The Korean Association For Science Education
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• v.18 no.3
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• pp.443-450
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• 1998

This study was performed to find the environmental factors of inquiry instruction perceived by secondary school science teacher. The instrument consisted of three domains such as teaching conditions, viewpoints of secondary school science teachers of environmental factors for inquiry instruction, and barrier and improve! rent factors of inquiry instruction. Teaching conditions between middle school and high school science teachers were not different significantly. Environmental factors of inquiry instruction of secondary school science teacher included five factors such as 'facilities and encouragement', 'amount of works and materials', 'teacher education and textbook', 'practice and knowledge' and 'perception of necessity and satisfaction'. And all factors except 'perception of necessity and satisfaction' were very low state for inquiry instruction. In the disturbant and improving factors, the critical factors were 'over students per class', 'textbook' and 'learning materials' for middle school science teachers, and 'over students per class', and 'entrance examination' for high school science teachers. Thus the development and diffusion of adequate inquiry learning materials may be helpful to practicing inquiry instruction as decrease of works and psychological charges, and it is needed to reorganize systematically and intensify pre- and in-service teacher education to practice inquiry instruction.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.17 no.3
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• pp.668-676
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• 2016

This study reviewed the planning characteristics of contemporary Japanese middle school architecture on which related studies are insufficient, aiming to obtain new ideas for planning Korean middle school facilities. Fourteen case schools built after 1990s were selected and analyzed. They were divided into learning-living space and other major spaces. The planning characteristics of the case schools are summarized as follows 1) The case schools were classified into two categories, departmentalized classroom type (D type) and usual with variation type (UV type) by school system. These categories can also be the classification standard for basic architectural characteristics in learning and living space of case schools. 2) D type case schools have departmentalized classrooms, home base, media space and teacher's space for learning-living space. D type case schools are divided into 'attached-to-classroom type' and 'separate type' depending on the adjacency of the home base and departmentalized classroom. 3) UV type case schools have multipurpose space around the classroom for learning-living space and can be divided into two types, i.e., 'directly adjacent' and 'separate', depending on the connectivity to classroom of multipurpose room. 4) Specialized classrooms are designed to have the openness to the public and the own characteristics of school subjects strengthened and show the spatial differentiation with connected ancillary spaces. 5) Libraries are designed as complex zones grouped with computer labs, audio visual rooms and multipurpose halls not as a single room and as open plan not with a closed wall. 6) The gymnasium is the basic sports facility with a martial arts room and outdoor pool, which are for after-school activities as well as physical education class. 7) The terrace, balcony and outdoor stairs are frequently used architectural vocabularies as diverse outdoor spaces with a variety of functions.

• The Journal of the Korea Contents Association
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• v.18 no.10
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• pp.415-424
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• 2018

The purpose of this study was to examine the physical environmental readiness for smart learning and the actual utilization of smart devices by special education teachers, and to suggest ways to vitalize smart education. For this, a 14-item survey questionnaire was developed, which touched upon issues regarding the availability of wireless internet service and teachers' utilization of smart devices. An online survey was conducted among a randomly chosen sample of 991 special education teachers across the nation, including teachers who work at special schools for developmentally disabled students and in special classes at all three levels of regular schools.The collected data was analyzed with the method of a cross-time-frequency analysis using a SPSS 21.0 statistics program. The research findings indicated that both special schools and classes had a poor smart education environment and that special education teachers were having a harding time because of the lack of the infrastructure and additional expenses. In addition, special education teachers were found to use smart device mostly for the purpose of motivating students. These research findings propose that it is urgent to set up a proper smart education environment for special needs students and to provide a systematic training program for special education teachers.

• Journal of the Korean School Mathematics Society
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• v.8 no.2
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• pp.291-314
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• 2005

The purpose of this paper was to investigate the difficulties experienced by the novice elementary school teachers in the mathematics classes and suggest some implications for teacher education and effective adaptation of novice teachers. The researchers observed mathematics lessons of 6 novice elementary school teachers and interviewed on the difficulties that they experience in teaching mathematics. The data were collected by lesson observations, interviews, discussion and email communications and categorized the data the types of difficulties those the teachers experience. The difficulties were difference between theory and practice, explanation, questioning, differentiated lesson, application of teaching method, evaluation, and understanding of mathematics. The implication from this study is that novice teachers need to supported by the administration as well as actively participate at various types of educational meetings.