• Journal of Korean Elementary Science Education
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• v.36 no.3
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• pp.227-245
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• 2017

The purpose of this study was to explore the possibility of implementing 'responsive teaching (RT)' in elementary school science classrooms. A review of relevant literature yielded a tentative framework of RT which consisted of three characteristics of RT and example practices for each characteristic. The RT framework was used to analyze elementary science lessons on the topic of the transpiration in plant leaves. The data sources were audio recordings of three $5^{th}$ grade classrooms which included both the whole-class instruction and student group activities. The data were examined through collaboration between the teacher who had taught the lessons and a university-based science education researcher. It was revealed that the implementation of RT was limited when the teacher's intervention was focused on completing tasks; when it was out of the contexts of student activities; when the teacher provided earlier what students were supposed to find out by themselves; and when the teacher's comments were evaluation-centered. By contrast, the implementation of RT was made highly possible when the teacher's intervention induced an intellectual debate among students; when the teacher negotiated meanings with students; when the teacher connected what students shared to scientific knowledge; and when the teacher prompted students to solve a new problem. Implications about implementing and studying RT were discussed.

• Journal of the Korean Institute of Educational Facilities
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• v.11 no.6
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• pp.43-53
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• 2004

The future society, a knowledge and information society and at the same time a lifelong learning society, may be defined as the society that will embody the concept of human nature to help all the members of the society live together. The conclusions on the analysis of the types of classrooms $vis-\grave{a}-vis$ the special skills and aptitude training for students, lifelong education programs, and direction of spaces with free access after school hours are as follows : The spaces for school facilities in each domain are elaborated in Table 5. and Table 6. For spaces for special skills, aptitude programs, and lifelong education programs, there are general lecture rooms, special classrooms, and arts and physical fitness classrooms since most of the educational programs consist of culture, jobs, and hobby-related activities. Spaces are divided further into those exclusively for specific subjects and those for common use that can be utilized after school hours. They are presented in Table 8. Based on the conclusion with respect to the laying out of spaces in regular high schools, exclusive spaces for each subject and spaces for common use after school hours should be separately arranged.

• The Journal of Sustainable Design and Educational Environment Research
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• v.3 no.2
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• pp.51-74
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• 2003

This study has presented construction planning data or material. which can maximize the efficiency of school facilities; in other words, to utilize school facilities as local continuing education facilities in terms of use rate, as well as to make school facilities to accommodate the 7th education curricula. This study has been carried out through questionnaire survey on currently executed various curricular operation types, targeting people in charge of drawing up and operation of the curricula in liberalarts high school. The questionnaire survey has also been conducted on ideal teaching-learning type by subject, targeting teachers in charge of individual subject. The expansion of specialized curricula rooms and classrooms, as well as classrooms by level and ICT-related rooms, are required to invigorate continuing education, which utilizes smooth operation of the 7th education curricula and school facilities. I also assume that implementation of school curricula and the role as local continuing education facilities can be fulfilled, through activated deployment type and operation programs with which management of the facilities becomes easy, in order to utilize those classrooms to be used for continuing education.

• Journal of Korean Elementary Science Education
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• v.32 no.3
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• pp.269-284
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• 2013

The purpose of this study was to investigate the epistemic process in elementary science classrooms by analyzing classroom discourse as a epistemic practice. Data came from four elementary teachers in the form of video-recordings. A total of 12 elementary science lessons were examined to reveal the discursive modes and sequences in which the teacher and students participated when they constructed and developed scientific knowledge during the lessons. Three representative discursive patterns were found in the elementary science lessons explored: (i) 'Retrieving-Retrieving-${\cdots}$' by which well-established scientific knowledge was retrieved repeatedly, (ii) 'Exploring-Building on the Shared' which allowed introducing new scientific knowledge based on the scientific phenomena explored by the teacher and students together through practical work, and (iii) 'Retrieving-Elaborating/Reformulating/Narrating' or 'Building on the Shared-Elaborating/Reformulating/Narrating' which expanded and strengthened scientific knowledge already learned. These discursive patterns were suggested as discursive-epistemic mechanisms employed frequently in the epistemic process in elementary science lessons and as a basis for defining epistemic cultures of science classrooms.

• Journal of Environmental Science International
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• v.18 no.3
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• pp.263-269
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• 2009

The purpose of this study is to propose an appropriate criterium for proper sound insulation service preventing school classrooms from aircraft noise. The guideline of noise level for school facility by Korean school health law is less than Leq 55 which is less stringent than that of other countries. It has been reported that many students are annoyed and disturbed for their works when they are exposed to the noise level over Leq 55. It is desirable to modify this guideline of indoor noise level for school classroom. The noise level of classroom of which windows are opened was measured relatively high in case the school is located at the outside of the official area damaged by aircraft noise. In order to minimize the influence of aircraft noise on the school classrooms in the vicinity of domestic airport, it is necessary to improve the present criteria of WECPNL 75 for the establishment of the area damaged by aircraft noise from WECPNL 70.

• Journal of the Korean Institute of Rural Architecture
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• v.1 no.3
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• pp.97-108
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• 1999

A decrease in population in a rural region have raised a problem that small-scale schools got to be a branch school or abolished. Consequently, a function as a leading role in a community also have declined. Also residential districts of the outer of cities' development have increased for the change of residential environment consciousness. According to peoples who live in CBD move to residential districts of the outer of cities have been become devoid of substance. For this reason, the number of students in urban primary schools has declined more and more, and a number of unused classrooms came out, automatically. This study is to survey the utilization of unused classrooms in urban and rural primary schools in order to proffer basic data to new improvement methods of school facilities planning and to contribute a effect that induce parents of students and residents to use the facilities actively.

• Korean Journal of Human Ecology
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• v.18 no.6
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• pp.1363-1374
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• 2009

The purpose of this study was to determine the actual state of the indoor air quality in newly built or remodeled kindergartens by TVOC and HCHO concentration and teachers' responses. The field measurements on the levels of TVOC and HCHO were carried out in six classrooms of newly built or remodeled kindergartens before their opening. The interviews with teachers of subject kindergartens were carried out at the end of the first semester. The contents of the interviews were teachers' subjective responses and symptoms of the kindergarten pupils on the Sick New-School Syndrome. The results are as follows; the mean value of TVOC concentration in the classrooms of kindergartens ranged from 0.10ppm to 0.42ppm, which can theoretically exert a harmful influence on residents. The mean value of HCHO concentration ranged from 0.00ppm to 0.03ppm, which does not exceed the standard. The TVOC concentrations of the more ventilated kindergartens were lower than the others. Also, the classrooms with high concentrations of TVOC showed negative responses or symptoms in teachers and kindergarten pupils.

• Korean Journal of Human Ecology
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• v.14 no.6
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• pp.961-972
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• 2005

The purpose of this study is to investigate the improvement of English proficiency of children in the ESL and EFL learning style classrooms through the experiment method. The results of this research are as follows: first, the scores of listening and speaking and the perception of alphabets in the ESL program are higher than that in the EFL program. This means that learning in the ESL style classroom is the better way to improve English skills than in the EFL style classroom, which is common in Korea. Second, there is no difference in the English listening and speaking skills and the perception of the English alphabets between the two gender groups in the ESL & EFL style classrooms. These results suggest that the target language may be used in the English classrooms by the teachers and the students with the materials, books, and equipment are English. Teachers are expected to be in charge of playing decisive roles as demonstrators of speech, models and correctors of pronunciation and providers of materials including TV, VCR, CD players, and cassette recorders, etc.

• Journal of Science Education
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• v.34 no.2
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• pp.421-431
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• 2010

The purpose of this study was to identify instructional components supporting students' interest and creativity in American middle school science classrooms. Two 7th grade classrooms were selected, and observed for 11 class periods each. Results showed that hands-on and small group activities were the most effective ways to increase students' interest. The teachers' instructional approaches, such as individualized paced teaching, sufficient peer teaching, permissive atmosphere, various media, and purpose-focused summary game were found to influence students' interest. To enhance students' creativity, increasing interest, making hypothesis, and trying to various experimental method with sufficient time were identified as effective components.

• Journal of the Korean Institute of Educational Facilities
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• v.12 no.6
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• pp.26-35
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• 2005

The purpose of this study is to suggest improved Special Instruction Classrooms(SIC) in terms of architectural planning based on the analysis of design characteristics and problems. For this study, SICs in 20 elementary schools located in Daegu were selected and investigated. The results of investigation showed that: first, the vertical separation type is mostly preferred for the layout of SICs; second, the top floor is preferred for the location of SICs. We suggest that first, each SIC should be located with consideration of the characteristics of subjects(); second, the degree of adjacency-room preference for each room should be taken into consideration for the zoning of the SICs(, ); finally, a direction for improvement for suitable architectural design of each SICs should be based on the feasibility of learning space().