• Korean Journal of Human Ecology
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• v.5 no.1
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• pp.1-14
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• 1996

The purpose of this study was to examine children's dramatic play and dramatic play themes in the same-age and mixed-age kindergarten classrooms. The subjects were 45 children in three classrooms of 4-year-olds, 69 children in three classrooms of 5-year-olds, and 60 children in three mixed-age classrooms of 4-and 5-year-olds. Observations were conducted by videotape recordings. Observation periods were of five-minutes duration. There were ten observations of children's indoor free-play periods. Four-and five-year-olds in mixed-age classrooms were more likely to engage in group-dramatic play than 4-and 5-year-olds in same-age classrooms. Four-year-olds in mixed-age classrooms were more likely to engage in domestic and family, war/violence, school, animal, and vehicle play themes than 4-year-olds in same-age classrooms. However, 5-year-olds in mixed-age classrooms were more likely to engage in family and school play themes than 5-year-olds in same-age classrooms. 5-year-olds in same-age classrooms were more likely to engage in vehicle and animal play themes than 5-year-olds in mixed-age classrooms. 5-year-olds in same-age classrooms did not differ from 5-year-olds in mixed-age classrooms on the war/violence themes used during dramatic play. In terms of sex differences, boys were more likely to engage in violence, adventure fantage themes than girls. Conversely girls were more likely to engage in family/marriage static play themes than boys.

• Journal of the Korean Institute of Educational Facilities
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• v.11 no.1
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• pp.5-14
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• 2004

Since 1990s in Korea, elementary school classrooms have been designed toward open education system in pursuit of variety of educational purpose. Also, the architectural designs of schools have been acomplished for individual school not based on the standard design code. The present paper aims to investigate the acoustic environment of existing classrooms and to compare the sound insulation capacity between the ordinary classrooms and the newly built classrooms for open education. The current acoustical situation of elementary classrooms was analyzed using field measurements and questionnaire survey. In order to this, Three elementary schools were selected which were built in 1978, 1996 and 2000 respectively. Room acoustical parameters including Reverberation time(RT), Definition(D50), Speech Intelligibility(RASTI), Transmission loss(TL) and STC were measured in a classroom in each elementary school classroom. Each measurement was undertaken with the windows and doors being open or closed. As the result, it was found that the transmission loss between rooms in open classrooms is, $5{\sim}6dB$ in average, inferior than the ordinary classrooms. The RASTI of 0.70 was measured in newly built classrooms which is better than old classrooms(0.70) and open classrooms(0.73). This was shown as same in the speech definition measurements. This results from the condition of sealing and airtightness of classrooms and floor materials. The results denote that open classrooms have poor acoustic condition in sound insulation and speech intelligibility.

• Journal of the Korean Institute of Educational Facilities
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• v.2 no.3
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• pp.19-30
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• 1995

The primary purpose of this study is to suggest the policy for the effective utilization of empty classrooms in elementary school. The empty classroom in this study means the classroom that is not used now since the number of students decreases, but can be usable for other needs in future. The following results are obtained through this survey; 1) about forty percent of classrooms are empty classrooms, 2) the ratio of empty classrooms is higher in urban area than rural area, 3) the smaller the size of classroom is, the higher the ratio is, and 4) 56.5% of the schools have one to three empty classrooms and 30.0% have four to six empty classrooms. In conclusion it is suggested that 1) the reutilization plan of empty classrooms be established according to particular situation of each school, 2) the government develop the guidelines for reutilization and administrative procedures for renewal, 3) the reutilization plan be established from the view point of the quality improvement of schooling, and 4) the enlargement and rearranagemt of learning space be considerd when reutilization is planned.

• Korean Journal of Human Ecology
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• v.18 no.2
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• pp.509-522
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• 2009

This is a basic study to improve air quality of school classrooms in winter time. The purposes are to check indoor thermal and air environment in school classrooms during winter and to analyze influencing factors on indoor environment. The measurements of students' physical elements with questionnaire surveys were carried out in a total of 6 classrooms. As a result, this research shows that the temperature of one classroom was below indoor thermal standard level, three classrooms had lack of heat, and two classrooms are heated much, which induce relatively low humidity. All of 6 classrooms had lack of ventilation, being high level of $CO_2$ concentration and 2 classrooms are in condition of high PM10 concentration. The majority of students(76%) answered that the cause of their 'heated space syndrome' is because of the lack of ventilation. Students' opening windows for ventilations is hardly carried out at normal times, except that indoor temperature is over standard. That is, we can suggest one of solutions, which is to enable students to operate heating and ventilating system by themselves according to students' physical condition.

• Proceedings of the Korean Institute of Building Construction Conference
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• 2021.05a
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• pp.38-39
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• 2021

The use of temporary container classrooms has increased in recent years due to the development of the construction industry and renovation or rehabilitation of schools. Therefore, various problems, such as errors during assembling, design and insulation issues, and noise problems, have surfaced during the construction of temporary container classrooms. This study analyzes the causes of assembly errors during the manufacturing and installation processes to improve the quality of temporary container classrooms. Assembly errors are caused by non-level planes and inaccurate cutting during the manufacturing process. In the installation process, poor leveling is a major factor that causes errors during the assembly of temporary container classrooms. These causes result in uneven horizontal or vertical planes and uneven height. To solve these problems, quality improvement measures, such as pin connection, jig, joint coupling, and surface plates are proposed in this study.

• Korean Journal of Child Studies
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• v.17 no.1
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• pp.153-171
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• 1996

The purpose of this study was to examine children's social-cognitive modes of play in same-age and mixed-age kindergarten classrooms. The subjects were 45 children. in three classrooms of 4-year-olds, 69 children in three classrooms of 5-year-olds, and 60 children in three mixed-age classrooms of 4- and 5-year-olds. Observations were conducted by videotape recordings. Observation periods were of five-minutes duration. There were ten observations of each child's indoor free-play periods. Observational data were collected by the time sampling method with the social cognitive play behavioral checking list based on an adaptation of one devised by Rubin(1985). The data was analyzed by t-test with the SAS computer program. Four- and five-year-olds in mixed-age classrooms were more likely to engage in "complex" modes of play than 4- and 5-year-olds in same-age classrooms. Four-year-olds in same-age classrooms were more likely to engage in solitary-functional, parallel-functional, and group-functional play than 4-year-olds in mixed-age classrooms. However, 4-year-olds in mixed-age classrooms were more likely to engage in group-constructive, group-dramatic, solitary-game, and group-game play than 4-year-olds in same-age classrooms. Five-year-olds in same-age classes were more likely to engage in solitary-functional and parallel-functional play than 5-year-olds in mixed-age classes. Five-year-olds in mixed-age classes were more likely to engage in group-constructive, group-dramatic, and group-game play than their counterparts in same-age settings.

• Journal of the Korean Institute of Landscape Architecture
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• v.31 no.6
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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.

• Journal of Environmental Health Sciences
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• v.49 no.4
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• pp.183-189
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• 2023

Background: The indoor air quality of classrooms, in which the capacity per unit area is high and students spend time together, must be managed for safety and comfort. It is necessary to develop an eco-friendly indoor air quality reduction method rather than biased management that relies solely on air purifiers. Objectives: In this study, plants and air purifiers were installed in middle school classrooms to evaluate the indoor PM_2.5 reduction. Methods: Four middle school classrooms were selected as test beds. Air quality was monitored in real-time every one minute using IoT equipment installed in the classrooms, corridors, and rooftops. After measuring the background concentration, plants and air purifiers were installed in the classroom and the PM_2.5 reduction effect was analyzed through continuous monitoring. Results: After installing the plants and air purifiers, the average PM_2.5 concentration was 33.7 ㎍/m³ in the classrooms without plants and air purifiers, 25.6 ㎍/m³ in classrooms with plants only, and 21.7 ㎍/m³ in classrooms with air purifiers only. In the classroom where plants and air purifiers were installed together, it was 20.0 ㎍/m³. The reduction rates before and after installation were 4.5% for classrooms with plants only, 16.5% for classrooms with air purifiers only, and 27.6% for classrooms with both plants and air purifiers. The I/O ratio, which compares the concentration of PM_2.5 in classrooms with corridors and outside air, also showed the lowest in the order of plants and air purifiers, air purifiers, and plant-only classrooms. Conclusions: The PM_2.5 reduction effect of using plants was confirmed, and it is expected to be used as basic data for the development of environmentally-friendly indoor air quality improvement methods.

• Journal of the Korean Institute of Educational Facilities
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• v.3 no.1
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• pp.53-58
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• 1996

The purpose of this study was to obtain a new guideline on designing the visual environment in the classrooms of elementary schools. This study was carried out through the field measurements on the classrooms and a survey using the questionnaire about the visual environment for learning. The major findings of the study were as follows: (1) It was unbalanced among the illumination, luminance, and color distributions in the classrooms. (2) It was too bright or dark around the surrounding surfaces (walls, floors, and ceilings) of students in the classrooms. Therefore, it is needed to be careful attention on the light distribution and the reflection ratio around the surrounding surfaces of students in the classrooms.

• Proceeding of Spring/Autumn Annual Conference of KHA
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• 2006.11a
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• pp.291-296
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• 2006

The purpose of this study were to make clear the present condition of indoor thermal and air environment by air-conditioning in school classrooms and to analyze the relation of the living conditions with indoor environment. The measurements on physical elements and observations on living conditions were carried out in 6 classrooms of 3 middle or high schools. Measuring elements were indoor temperature, relative humidity, $PM_{10}$ and $CO_2$ concentration. As results, the averages of indoor temperature each classrooms were 24.9${\sim}$26.6 . Most of classrooms were lower than the Maintenance standard(26${\sim}$28 ) of School Health Law. The means of relative humidity were 51.3${\sim}$72%, all classrooms were ranged within the standard(30${\sim}$80%). The means of $PM_{10}$ concentration were 3.5${\sim}$23.1 ${\mu}g/m^3$, all classrooms were kept within the standard(100 ${\mu}g/m^3$). The means of $CO_2$ concentration were 1218.7${\sim}$4705.4 ppm, all classrooms were exceed the standard(1,000ppm). The results of analysis on relations of living conditions with the physical elements are as follow; the air conditioner set of temperature, windows and doors opening elapsed time, the number of students in classrooms and activities of students had certain effect on indoor environment.