• 한국음향학회지
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• 제43권5호
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• pp.517-528
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• 2024

본 논문에서는 국내 학교 교실에서 실시한 현장측정을 바탕으로 음향상태 결과를 제시하였다. 측정결과에는 실시간 27곳 수업현장의 음성 및 소음 레벨과 4개 학교 16곳 공실의 실내음향상태 및 차음성능결과를 포함하고 있다. 수업 중 음성 및 소음 레벨에 영향을 미치는 여러 인자를 조사하였고, 실내 음향이 재실 음향상태에 미치는 영향에 관해 분석하였다. 재실자 연령과 수업 활동 특성에 따른 영향으로 국내 초등학교의 수업 중 평균 음성 및 소음 레벨은 중·고등학교와 특수학교 보다 약 4 dBA ~ 5 dBA 높게 나타났다. 수업 활동 특성에 따른 소음 레벨값 차이는 최대 19 dBA이며, 그룹 활동을 병행한 수업에서 가장 높은 소음 레벨을 나타냈다 . 공실 및 재실 음향상태 측정결과는 국내 교실의 음향상태를 파악 가능하게 하였으며, 국내 학습공간의 특성을 반영한 음향설계기준 제정의 필요성을 강조하였다.

• 한국환경보건학회지
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• 제49권6호
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• pp.295-304
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• 2023

Background: Adolescents are relatively more sensitive than adults to exposure to indoor pollutants. The indoor air quality in classrooms where students spend time together must therefore be managed at a safe level because it can affect the health of students. Objectives: In this study, three types of green-wall models were applied to classrooms where students spend a long time in a limited space, and the resulting effects on reducing PM were evaluated. Methods: In the middle school classrooms which were selected as the experimental subjects, IoT-based indoor air quality monitoring equipment was installed for real-time monitoring. Three types of plant models (passive, active, and active+light) were installed in each classroom to evaluate the effects on improving indoor air quality. Results: The concentration of PM in the classroom is influenced by outdoor air quality, but repeated increases and decreases in concentration were observed due to the influence of students' activities. There was a PM reduction effect by applying the green-wall model. There was a difference in PM reduction efficiency depending on the type of green-wall model, and the reduction efficiency of the active model was higher than the passive model. Conclusions: The active green-wall model can be used as an efficient method of improving indoor air quality. Additionally, more research is needed to increase the efficiency of improving indoor air quality by setting conditions that can stimulate the growth of each type of plant.

• 한국음향학회지
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• 제42권2호
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• pp.113-123
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• 2023

본 논문에서는 국내 초·중·고 및 대학교 학습공간의 음향 상태에 관해 설명하고 국내 교육시설의 음향 기준 제정의 필요성을 제시하였다. 여러 나라의 학교시설 내 다양한 학습공간에서 요구되는 배경소음, 잔향시간, 그리고 차음 설계의 음향 기준을 이해하기 위해 학교시설 음향설계기준 및 지침을 소개하였다. 국내 초·중·고 및 대학교 학습공간의 음향 상태를 파악하기 위해 현장 측정 결과를 바탕으로 하였으며, 그 결과에서는 공석과 만석 상태의 음향 특성, 배경 소음레벨, 그리고 차음성능을 제시하여 비교하였다. 실제 대학 강의 현장에서 좋은 음성 명료도를 성취하기 위한 음향지표 값도 제시하였다.

• 한국조경학회지
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• 제31권6호
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• pp.41-52
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• 2004

Recently, park usage for environmental education has gained popularity in Seoul. Therefore this study was performed by analyzing the status and problems of nature classrooms in neighborhood parks and citizen's parks that are located in residential areas in Seoul, and then by suggesting improved methods and user programs. The results of this study are summarized as follows. 1) 18 out of 281 neighborhood parks and citizen's parks have nature classrooms in Seoul. Facilities of nature classroom are comprised of direction signs, plant name card, pond, pavilion, pergola, bench, green house, waste baskets, lighting, drinking fountain and others. However, they have many problems in terms of quality. Nature classrooms were classified into three types according to their location in each park. Among the three types, the most popular type was the one that is a part of a park A Total of 479 species of plant (155 species in tree, 324 species in herb) were planted in nature classrooms. There are many kinds of environmental education user programs, but these are not connected with the nature classrooms. Most nature education programs in nature classrooms were self-guided. 2) The Problems that appeared were the featureless place composition, a lack of programs related to nature classrooms, access restriction to certain natured areas, and so on. 3) Finally, this study suggests some solutions to the problems of nature classrooms in urban parks. The solutions include full access to the parks, the creation of diverse theme, and setting up interesting panel and leaflets in order to encourage more active self-guided education.

• 수산해양교육연구
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• 제17권1호
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• pp.35-47
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• 2005

The purpose of this study is to investigate various kinds of discipline problems in middle school classrooms, and the differences in severity and frequency of the classroom discipline problems between male and female students' classrooms in middle schools. This study shows that the discipline problems in the middle school classrooms include using a cellular phone, chattering, sleeping, chewing gum, reading comic books, asking useless questions, challenging a teacher, fighting, calling names, skipping class, throwing trash in the classroom, breaking classroom equipment, creating disorder, losing materials, playing with a ball in the classroom, gambling, and so on. Generally, male students recognized the severity of the classroom discipline problems more than the female students. However, it is shown that the frequency of discipline problems in male students' classrooms is higher than that in female students' classrooms. From the results of this study, male students have more active discipline problems (playing with a ball in the classroom, throwing trash in the classroom, coming to class late, gambling, cutting in line, and so on). On the other hand, female students have more passive discipline problems (making a noise by using a cellular phone, asking useless questions, sending messages to a classmate, studying other subjects, scattering, and so on).

• 융합정보논문지
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• 제10권8호
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• pp.161-172
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• 2020

본 연구는 학습자의 능동적인 학습활동을 촉진하여 학습의 질을 제고하기 위해 설계된 ALC(Active learning classroom) 수업에 대한 학습자의 인식을 살펴보는 것을 목적으로 한다. 본 연구의 목적을 달성하기 위해 수도권 소재 A대학 71명의 학생(ALC 수업 43명, 일반교실 수업 28명)을 대상으로 설문조사를 실시하고, 교실 구성요소 간의 관계, 교수자의 수업전문성, 교실의 사회·문화적 환경, 심리·정서적 환경에 대한 인식을 비교하였다. 주요 연구 결과로는 첫째, ALC 수업 학생들은 교수·학습과 물리적 학습환경의 관계를 보다 긍정적으로 인식하는 것으로 나타났다. 둘째, ACL 수업 학생들은 ALC 환경을 능숙하게 다루는 측면에서의 교수자의 전문성을 긍정적으로 인식하는 것으로 나타났다. 셋째, ALC 수업 학생들은 교수자와의 비형식적 관계가 보다 촉진되었다고 인식하였으나 심리·정서적 측면에서의 만족도 및 몰입은 차이가 없는 것으로 나타났다. 본 연구는 새로운 학습공간 설계에 있어 교수·학습활동 운영을 위한 실제적인 시사점을 제공할 것으로 기대한다.

• 대한건축학회논문집:구조계
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• 제35권5호
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• pp.181-190
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• 2019

In high school classrooms, it is reported that ventilation is often insufficient, increasing health risks among students. Therefore, indoor air quality in school classrooms is very important in terms of students' health and learning abilities. In this study, the effect of window opening, which is a control mechanism for air control in summer high school classrooms, on the change in air and indoor environment of the classroom was analyzed and physical conditions of indoor and air environment were observed during the classroom course, and satisfaction of the students and teachers was assessed with questionnaires. It was found that change rate of $CO_2$ concentration in classroom was effectively reduced by carrying out activity of opening the window by active environment control activity of occupants at break time, intermission time and cleaning time. And optimal window opening by students was presented to prevent unpleasantness and degradation of indoor air quality and the effects were analyzed.

• 교육시설 논문지
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• 제23권1호
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• pp.43-54
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• 2016

The purpose of this study was to survey teachers' perception of classroom space utilization through analyzing the physical environment of elementary school classrooms (56 classrooms in 10 schools). Most of the teachers arranged desks in the two person parallel type (sectional layout : standard type) for their classes. Although the number was small, some classrooms used the T type, H type, U type, group type, and the teachers of such cases used these layouts for children's play activities or group learning. Some teachers changed the desk layout depending on the contents of learning or for different atmosphere of class, but about 40% of the teachers used the same classroom layout without any change during a semester. When the teachers' perception of classroom space utilization was examined according to the type and change of desk layout, the quantity and characteristics of posts, the position of posting spaces, and the size of activity spaces in the classroom, most of the teachers tended to be conventional without any characteristic, and only 16% of them were relatively active in utilizing classroom spaces. In addition, teachers of a relatively small class were more active in utilizing classroom spaces. In particular, perception was very low to utilize the classroom as a space for children's life or play activities or various types of learning. These findings suggest that it is necessary to improve teachers' perception of classroom space utilization in the future.

• 한국과학교육학회지
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• 제25권1호
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• pp.26-40
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• 2005

Based on the Vygotskian perspective that a learner's thinking is constituted in his or her talk and the assumption that student talk in the classroom may occur in more than one way, this study examined discursive practices of students in Korean high school science classrooms. Data came from $11^{th}$ grade earth science classrooms where the Group Investigation (GI) method was implemented. Data source included verbatim transcripts developed from video recordings of class sessions in which students presented their science projects to the whole class and exchanged questions and answers during the presentations. The analysis of the videotape transcripts revealed five different modes of student talk, including 1) retrieving information, 2) reformulating information, 3) building on one's own experience, 4) elaborating current understanding, and 5) negotiating meanings with others. Considering that each of the five modes had different value for learning science, it was recommended that the teacher should engage students in more active modes of discourse and guide them into more sophisticated understanding of science.

• 영어어문교육
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• 제15권2호
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• pp.245-259
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• 2009

The purpose of this study was to investigate English teachers' perceptions about doing their own action research to find out the benefits of involvement in action research. I believe that teachers should engage in curriculum research and development because it relates to their own classrooms and because a primary aim for teacher education program is to give teachers ways of exploring their own classrooms. I focused on 17 graduate students who had undertaken action research during the fall semester of 2007 and administered a questionnaire about their perceptions of doing action research. The results revealed that their perceptions of doing action research fell into the following two categories, positive and negative aspects. For positive aspects, they experienced a sense of personal and professional growth and they underwent identity transformation from passive, etic-oriented, and uncritical to active, emic-oriented, and critical teachers. However, many of them expressed that major obstacles to doing action research were time constraints and lack of skills or training in conducting action research. Thus, it is suggested that both pre- and in-service teachers should consider conducting a language teaching diary study, doing collaborative action research, and acquiring all the necessary skills for conducting action research.