• Journal of the Korean Institute of Educational Facilities
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• v.23 no.1
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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.

• Korean Institute of Interior Design Journal
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• v.21 no.3
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• pp.163-173
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• 2012

Despite a lot of efforts, school violence is getting severe nowadays and especially it seems remarkably occurring among middle school students. Many studies show that most school violence occur in classrooms where the students spend most of their time in studying and socializing for their everyday life. The purpose of this study is to identify design elements of middle school classroom and to suggest some design plans for preventing school violence, in the point of view of CPTED. For this objective, six middle schools were selected from Gangseo-gu, Seoul, and the questionnaire and survey were conducted to identify the status of school violence and the physical classroom environment in each schools. An analysis was carried using SPSS to identify the correlation between the school violence and the physical environmental design elements. The results are as follows : although each selected school shows different status of school violence and the physical environment in classrooms, commonly the occurrence and the fear of violence are related to the classroom environment. Therefore, In order to plan classroom for preventing school violence, 'the proper size of classroom avoiding overcrowd', 'elevation design for the sense of belonging and territoriality', 'improvement of deteriorated environment' should be considered for reduce the causes of violence. And 'maximization of natural surveillance from hallway', 'accessibility of teacher' should be considered for rapid management of violence.

• Journal of the Korean Institute of Educational Facilities
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• v.9 no.1
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• pp.5-14
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• 2002

This study extracts the plan that is suitable to open education through the assessment and analysis of the open education environment. For this, the questionnaire survey of teachers at the elementary school in Kyengsang-bukdo was used. The results of this study can be summarized as follows; 1) In the estimation of satisfaction on the classroom environment for open education, although the score of "Comfortableness" is high, the scores of "Variety", "Convenience", and "Silence" are low in satisfaction. 2) The image on the classroom environment is highly regarded in general in "Stability", "Nobleness" and "Activity". However, it is necessary to devise some methods to improve the image on "Stability", when removing the wall between classrooms and corridors. 3) To improve the satisfaction and image associated with classroom environment, it is important to maintain suitable size of school and density of classroom. 4) The factors of satisfaction and those of image are correlated each other. Thus, to enhance the total image on the open class, it is necessary to improve the whole classroom environment.

• Journal of the Korean Institute of Educational Facilities
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• v.27 no.3
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• pp.33-39
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• 2020

The purpose of this study is to understand the classroom facilities of England and USA in the 19th century. This kind of study can provide the meaning of past, present, and future on classroom facilities. The results of the study are as follows. First, England classroom in the 19th century was made up of a large space, a gallery, that could teach a large number of students at the same time. Second, the classroom facilities of USA in the 19th century were developed by reformers for the purpose of training the labor force of educational thought and industrial development. Third, some characteristics of classroom facilities of England and USA in the 19th century were also found in school facilities of Korea at the same time. Fourth, large gallery classes began to disappear in the mid-19th century and were transformed into small 'class' facilities to improve efficiency. Fifth, the word 'class' did not appear as a substitute for the school, but as a meaning of subdividing within the school. Sixth, these classrooms consisted of smaller classes, and they began to create and teach common and unified curriculums to harmonize the differences between classes and to manage all students efficiently and effectively. Seventh, the basis of the classroom of England and USA in the 19th century was the design of one teacher to efficiently teach a large number of students, and there was a difference in size, but the current classroom facilities have been maintained to some extent. Eighth, since the end of the 19th century, the compulsory education system has been discussed and gradually introduced, requiring more schools and classroom facilities, and labor and capital have been emphasized by the development of industrialization. Ninth, follow-up studies are needed to analyze how classroom facilities have been universally transformed since then, based on class facilities in the 19th century, and what educational, social and political contexts have been added in the process.

• Journal of the Korean housing association
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• v.25 no.4
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• pp.83-91
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• 2014

The purpose of this study is to clarify the characteristics between the type of daily routine and spatial configuration of activity areas in classroom and provide alternatives for space planning of activity areas in classroom of child-care centers. This study used the content analysis on daily activity plan and floor plans through field survey. Analysis on floor plans was conducted for 35 classrooms in 9 child-care centers which allowed field survey. The results of this study were as follows; There was no significant difference for classroom size according to the type of daily routine in 3 to 5-year-old classrooms. The average size of classrooms was $61.6m^2$ for care oriented type, $41.4m^2$ for indoor activity oriented type and $48.8m^2$ for group activity oriented type. There was no significant difference in composition of activity areas in classrooms according to the type of daily routine. In case of 0 to 2-year-old classrooms, they were composed of 6 activity areas including gross-motor, role play, block building, language, creative expression, exploration/manipulation. Activity area of the most low frequency was gross-motor area. In case of 3 to 5-year-old classrooms, most classrooms were composed of all the 7 activity areas including art, tone and rhythmic, block building, role play, language, math and science. Most accessible and central areas in 0 to 2-year-old classrooms were gross-motor and role play. Also, most separate areas were exploration/manipulation and block building. Most accessible and central areas in 3 to 5-year-old classroom were art and math. Also, most separate areas were tone and rhythmic and science.

• Korean Journal of Human Ecology
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• v.20 no.1
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• pp.205-223
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• 2011

This study examines diagrams of space organization and classroom activity zoning through Korean Childcare Accreditation Criteria, and compares space diagrams with childcare facilities in Daejeon, and looks at similarities and differences between them. Space diagram from accreditation criteria show the classroom, adjoining toilets, napping areas, and community areas for playing, reading, cooking, teaching and holding materials. Classroom zone diagrams show 8 activity zones for entering, washing and toilet, making art, playing, reading, studying science, resting, playing role and wooden block. Six case studies in Daejeon, Korea were surveyed and classified into big, medium and small size facilities by the number of children. The space organization of case studies are similar to the diagrams, except that outdoor playground and indoor playrooms were not large enough at the small and medium size facilities. Classroom activity zoning was very similar to the conceptions, excluding the playarea from classroom, integrating the rest areas for reading, subdividing art into music and art, science, and into math and science, roleplay into roleplay and wooden block. In conclusion childcare centers in Daejeon are designed to the concept diagram of the accreditation criteria, with some flexibility, exclusion, integration, and subdivision of space and activity zones. It has been requested as to make each criteria fit to the facility sizes-big, medium and small.

• Journal of the Korean housing association
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• v.22 no.1
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• pp.65-73
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• 2011

The purpose of this study is to find out the characteristics of area and spatial elements according to the building size and provide the guidelines for space planning of the child care center. This study used the content analysis method and analysis was made on the floor plans for 51 cases and the floor plans were converted to Autocad drawings to analyze the area. The results of this study were as follows; 1) Child care centers over 70% were single-attached building types which made it possible for creating outdoor environments for children. However, most small-size centers which had under 50 children did not have the facilities for outdoor activities. 2) In terms of spatial elements, the basic spaces of the small-size center were the classroom, bathroom, kitchen, office and reference room. The medium or large size centers had extra rooms for special activities and service spaces in addition to the basic spaces. 3) Classroom area per child was 2.65 m2 on average. Space composition ratio on average for care, staff, and service was programmed by 57%, 9%, 34% respectively. Small-size center had relatively more care space when compared to the others. In the case of large-size centers, there was a tendency that service space was increased, but care space was decreased.

• Journal of the Korean Institute of Educational Facilities
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• v.1 no.1
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• pp.21-32
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• 1994

It is time to put our top priority on the computer education to cope with rapid chage in technology and expansion of information. With 6th educational reform plan, from 1995 computer courses will be offered as elective subjects in the most of middle schools. However, detail planning for training of computer courses will be offered as elective subjects in the most of middle schools. However, detail planning for training of computer teachers and providing facilicles for computer education hasn't been adequately prepared yet, This will bring about confusion in computer education. The purpose of this study is to propose how to renovate the ordinary classroom into computer classroom. Followings are the suggestions for the educational specification for the renovated computer classroom for middle school in the urban area. 1) Purpose of computer classroom, 2) Size of computer classroom, 3) Curriculum design and class hour, 4) Facilities, 5) Environments, 6) Equipment and media(lighting and electric system, acoustical treatment, cooling/heating and ventilation system), 7) Activity area(Teacher workstation, Student workstation, Support area, Display surface). For the promotion of computer education, the legal, financial and administrative supports by concerned authorities should be established ahead of discussing the contents of computer education.

• Journal of the Korean Institute of Educational Facilities
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• v.10 no.2
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• pp.15-22
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• 2003

The purpose of this study is to find problems and to provide architectural design standards of the Learning Space Unit(L.S.U.) in Elementary Schools through the Post-occupancy Evaluation(POE). In this study, we found six major problems of the type of the L.S.U. in elementary schools. More than 50% of users expressed dissatisfactions in these items : size, safety, cooling facility, noise, privacy and primary meaning for its original purpose. After the interrelation-analysis, we checked pros and cons about each forms of L.S.U. It is the result of analysis of the layout method in L.S.U. 1) "$8.4m{\times}8.4m$" classroom unit got the highest positive responses 2) "2-classroom type" and "4-classroom type" got higher score than "3-classroom type" 3) "Whole faced type" 1) made more active Multi-space than "Partial faced type" 4) prefered prepared "Open-classroom" to "Closed-classroom" 5) 'Zoning type between L.S.U.s' couldn't influence to user's responses. Designers can consult those informations when they plan a new, remodeling and additional elementary school.

• International Journal of Computer Science & Network Security
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• v.22 no.4
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• pp.229-236
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• 2022

This study investigates the impact of flipped classroom strategy in developing students' achievement and acquisition of life skills. The study employed a quasi-experimental design where students were divided into two groups: an experimental (N=22) and a control (N=22). The randomly selected and assigned sample consisted of sixth-year elementary school students studying English as a basic course. The findings revealed statistically significant differences between the two group's means in both achievement and life skills tests in favor of the experimental group. Students of the experimental group who studied using the flipped classroom strategy outperformed the control group who studied in the standard way in achieving the English language and in the life situations test, where the effect size of the use of the strategy was large in both dependent variables. The study is concluded with some recommendations to facilitate the use of flipped classroom strategy for EFL teachers. This can be achieved by training teachers on using the strategy and providing technological resources at schools to implement the strategy efficiently.