• Korean Institute of Interior Design Journal
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• v.23 no.4
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• pp.32-41
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• 2014

The purpose of this study is providing a systematic method of exterior, interior finish materials and color scheme for elementary school and the actual color plans of elementary schools in Busan was analyzed to support the study. As a powerful design tool, a finish materials and a color are very effective to alter the perception of a building and a view. Most of the school, a shape and a material of elevations are monotonous and uniform and it makes students are hard to attach to their schools. As a place for learning and school life, the inner space of elementary classroom needs to be considered very important. The new basic guideline for developing and planning of architectural design could be achieved by researching a current plan and a finish material in elementary school. As a result, this study will benefit in planning both the exterior and interior environments of color.

• Korean Institute of Interior Design Journal
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• no.29
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• pp.145-152
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• 2001

Open education, which has been introduced spontaneous1y to many countries, has been giving some strong influence to the primary education in Korea and has been widely used in Korea itself. This report deals with the ineffectiveness of the learning space which has been divided into common classroom and particular classroom. The division of the learning space sets the problem of defining which is the particular of common subject, and the problem of a child to move around for different subject. For the architectural design of school, it is essential for learning space to be suitable for the characteristics of each subjects. The space needed for individual subjects requires tole learning space that is different to the space needed for basic academic subjects. The introduction of different corners in the classroom can be the solution. Individual corners can be divided into the necessary coner, the standard corner, the elective corner and the corner fur facilities.

• The Journal of Sustainable Design and Educational Environment Research
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• v.19 no.3
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• pp.38-47
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• 2020

This study analyzed the perceptions of teachers to establish the direction for managing the space outside an elementary school. Satisfaction with outdoor school spaces is influenced by the satisfaction with tree and flower plantation and outdoor rest spaces. This study found that the longer the working years of a teacher, the higher their awareness of the importance and necessity of outdoor spaces in the school. Respondents emphasized the lack of manpower and budget, as well as the indifference of the administration as hindrances to the management of outdoor spaces in the school. The outdoor space in the school should include a secure play area, plant education space, class practice spaces, and a rest area. Furthermore, the space outside the elementary school should support learning, playing, and resting. To this end, facilities such as benches, pergolas, outdoor classrooms, ecological ponds, farms, and flower beds should be provided. In an outdoor space, plants featured in textbooks, seasonal plants, and those that provide shade can be planted along with labels to provide information and thereby promote learning. The teachers expected that the management of the external space will have an educational and emotional effect on students. In response to the innovation of the school spaces, it is necessary to continuously manage the external spaces to achieve educational and emotional effects by organically connecting the outdoor spaces with the indoor space. For this purpose, it is required to provide support for securing budgets and manpower, and to introduce relevant policies.

• Korean Institute of Interior Design Journal
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• v.19 no.6
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• pp.11-19
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• 2010

Technological development of information and communication have brought sharp changes to every sector such as society, culture, economy and education because of knowledge and information-oriented society. The number of classes has decreased, and some schools are closed or incorporated due to decrease of the population. Such phenomenon has brought changes to learning using digital technology and space. A change called digital innovation is characterized by interactive communication centering on the internet network. Therefore, it is very important to predict educational environment to be changed according to digital environment and to note how real learning space is changed. The development of digital technology in society in general presents two concepts of digital and contents, digitalized information. Such technology is recognized as a new paradigm in education sector and a new space is created through participation of instructors and learners in learning space. This study analysed cases of learning space of elementary schools based on bibliographical examination and related bibliography including data from academic presentations and news release to present developed leaning space. To present healthy and creative learning environment which can lead knowledge and information-based society in the future, the preface described the background, purpose, methods and range of the study, and analysed transitional processes of society and culture, digital learning contents, and learning space in education of elementary schools. Finally the study identified trends and cases of research on learning space and suggested digital learning contents space.

• The Journal of Sustainable Design and Educational Environment Research
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• v.18 no.1
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• pp.1-16
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• 2019

The purpose of this study is to diagnose the problems of an elementary school care classroom in terms of facilities and physical environment and to suggest an improvement plan for building safer and more pleasant facilities and environment in further proceeding the policies of a whole-day care classroom. To this end, we analyzed the main contents of the domestic policies for elementary school care classes and the related spatial standards amongst the management plans of provincial education offices nationwide. In addition, we analyzed the relevant care facility standards of advanced countries such as the U.S., Australia, and Singapore and diagnosed the physical environmental level of Korean care classes in comparison to the international standards. Afterwards, we conducted a case study of elementary school care classes in order to examine the key issues with the environment of care classes, the causes of these issues and the user recognition and demand. The key results of this research are as follows. First, it is necessary to elaborate and refine the guidelines on elementary school care classrooms. Second, in order to provide high-quality elementary care services, it is important to have a combined classroom that can be operated at the level equivalent to or similar to a dedicated care classroom. Third, it is necessary to regularly check the facilities and environment of the elementary school care classroom.

• Journal of the Korean association of regional geographers
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• v.8 no.4
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• pp.492-512
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• 2002

The daily life activities of primary school children have been increasingly diversified. This research examined the spatio-temporal characteristics of primary school children's daily life activities. The time allocation of primary school children's daily activities was monotonous. They tended to spend most of their time in school activities, private lessons after school, and studying at home. The daily trip to school has been diversified as the result the of increase in the number of double-income families, car owners, facilities for pastime, and educational facilities for private lessons after school. The selection of educational facilities for private lessons was strongly influenced by accessibility to the residence because of the limited time budget of primary school children and the controlled trip behavior by parents. The leisure activities were considered as a minor function and took place in the interval of performances of study-related activities. The high proportion of leisure activities was found in the indoor play. The amount of the time for leisure activity was very insufficient. The spatial range and time budget were strongly influenced by the institutional conditions of parents.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.16 no.6
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• pp.4335-4347
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• 2015

The objective of this study was to investigate $PM_{10}$ and $CO_2$ concentrations in the classrooms of 286 elementary schools in Suwon, Ansan, and Hwaseong in the province of Gyeonggi between August 2008 and December 2012. By gaining an understanding of the environmental factors that influence these concentrations, this study also aimed to establish a management plan for indoor air quality in schools, which substantially affects the health of elementary students. When the schools were classified by region, no statistically significant difference in $PM_{10}$ concentration was observed. However, $PM_{10}$ concentration was relatively high in industrial areas and low in rural areas. No difference in $CO_2$ concentration was observed among the surveyed cities. Analysis of annual $PM_{10}$ concentration showed that the highest values for Suwon and Hwaseong occurred in 2008 and 2009, respectively (p<0.01). In the case of Ansan, the highest concentration occurred during 2009, but the difference was not significant compared to the other years. Analysis of the annual $CO_2$ concentration of each city shows no significant difference among the cities (p-value=0.366,0.730,0.210). According to a time series analysis of $PM_{10}$ and $CO_2$ by season, from autumn 2008 to winter 2012, $PM_{10}$ concentration was high during 2009, then it gradually decreased until 2012, and started to increase again. While no difference in annual $CO_2$ concentration was observed, the concentration had a tendency to be higher in spring and winter than in summer. By analyzing the relationship between $PM_{10}$ and $CO_2$ and the environmental factors (years of construction, average students of classroom, temperature, and humidity), it showed a significant negative correlation was found between $CO_2$ and the environmental temperature and humidity, at -0.329 and -0.188, respectively (p<0.01).

• Journal of The Korea Institute of Healthcare Architecture
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• v.30 no.1
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• pp.19-26
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• 2024

Purpose: Autism spectrum disorder impacts children's social, sensory, and language development, necessitating specialized educational support. Special classrooms play a crucial role in providing an appropriate learning environment for children with autism. However, there is a lack of systematic research on creating effective environments in these special classrooms. Methods: This study aims to gain a comprehensive and systematic understanding of the environmental composition of special classrooms for children with autism spectrum disorder, using the following systematic methodologies including literature review and case study. Results: Sensory spaces in special classrooms for children with autism help regulate sensory stimuli and promote sensory development. They provide stability, reducing stress from excessive stimuli, and enhance emotional stability. These spaces also promote communication and interaction among children and expand the diversity of learning activities, enriching experiences and stimulating interest in learning. Implications: Based on the results, we propose suggestions for improving the environment of special classrooms for children with autism spectrum disorder and provide direction for the design of such environments.