• The Journal of Sustainable Design and Educational Environment Research
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• v.16 no.3
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• pp.61-68
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• 2017

The purpose of this study is to suggest the necessary measures for the school safety experience education space to provide the elementary school students with the ability to provide safety education through experiences routinely and repeatedly. For this purpose, we investigated the conditions of safety experience in Jeollabuk-do and the case of other cities as a factor for operating the school safety experience educational space. In order to clarify the appropriateness of this, a questionnaire was conducted for the teachers in the local area. As a result of the analysis, it was found that the use of two classrooms in the place and the scale in the operation of the school safety experiential education space should be sought in various places such as hall, multipurpose room, and gymnasium according to the school condition. Experiential areas should be operated by elementary school students customized, but specialized facilities or large scale should be used for professional safety experience facilities. For efficient operation, the base school wanted to be located in a place where accessibility of other school students was easy, and that a school with sufficient space would be selected.

• Journal of the Korean Institute of Educational Facilities
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• v.11 no.5
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• pp.24-34
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• 2004

The purpose of this study is to analyze the planning characteristics of contemporary Japanese elementary schools. Fifteen schools, that have new planning trends or design ideas have been selected and analyzed. The planning characteristics of schools identified by plan analyses are summarized as follows. First, space programs of schools are diverse, especially in support facilities, gymnasiums and auditoriums. These spaces can be used by community members. So it is assumed that needs of communities are reflected in space programs of schools. Second, various types of unit learning spaces consisting of multipurpose spaces and classrooms embodied in case schools tell the differentiation in the structure of unit learning spaces. Third, grouped with gymnasiums or auditoriums, special instructional spaces constitute community zones where school facilities are open to public. Fourth, replacing the monotonous circulation systems by corridors, multipurpose hall-type space organization systems make surrounding spaces more activated and complex and the multipurpose hall itself becomes the central part of schools. Finally, outdoor spaces are designed to have convenient access and approach zones to school precincts are linked with city street.

• The Journal of Sustainable Design and Educational Environment Research
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• v.15 no.3
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• pp.15-25
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• 2016

The purpose of this study is to reveal the process of forming a community in the school and to present the basic data necessary for the establishment of a social sustainable environment and space for future school space. In addition to a new awareness of time, it was carried out to help students understand the community forming space in the school. The purpose of this study was to investigate the formation process and characteristics of resting time community in the school. As a result of the analysis on the formation of community space in the school, there were many opinions that community space for social communication and interaction promotion in school is all without difference by gender and grade, and as a space which is considered to be most suitable as community space. A hallway alcove space, a small space adjacent to the classroom, and a multipurpose staircase. In addition, students wanted to make the communication activities such as meeting, communication, relaxation, and social exchange into the hall and corridor space in the corridor as the most desirable community space.

• The Journal of Sustainable Design and Educational Environment Research
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• v.17 no.3
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• pp.35-45
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• 2018

The purpose of this study is to analyze the types of present situation data related to school facilities through existing literature and related systems and to develop indicators related to improvement of educational environment that can have an important influence on students' education and life in general. In this study, we conducted a second Delphy Survey to establish the educational environment improvement index. As a result, a total of 88 education environment improvement indicators were set, including 43 indicators on the quantitative aspects of the area, adequacy of general classrooms, and appropriateness of multi-purpose steel sugar, 34 indicators on the qualitative aspects such as the level of seismic performance, age of fire facilities, aging of toilets, and aging of finishing materials, and 11 indicators on operational aspects such as energy usage and user satisfaction.