• Journal of Korean Elementary Science Education
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• v.43 no.1
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• pp.35-47
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• 2024

Thirty-five elementary schools in Gwangju and Jeollanam-do were surveyed on the installation status of plant labels. As a result of a comprehensive evaluation of the installation and condition of the plant labels, 12 out of 35 elementary schools were evaluated as "excellent," 13 as "good," and 8 as "insufficient." In some cases, various types of plant labels were installed on various types of plants and were updated continuously, indicating that the school members recognize the plant labels as an important educational tool. Meanwhile, some schools did not have a single plant label. Although plant labels were installed, instances occurred where they were neglected without continuous maintenance and management. Some plant labels were produced and installed by specialized companies, leading to errors in content or inadequate post-installation management, thereby compromising the school landscape. Therefore, we propose an alternative-allowing schools to independently produce and install plant labels. This approach preserves the school's uniqueness, and the process of producing and installing sustainable plant labels becomes an active educational tool.

• The Journal of Sustainable Design and Educational Environment Research
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• v.14 no.2
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• pp.26-36
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• 2015

The new town was assumed that there is a difference between the country's elementary school environment. First, given the important elements of the school safety plan in order to verify this, and we plan to set up each of these elements by safety criteria. In the second chapter in order to achieve the objective of this study was to develop indicators to evaluate the safety of the school environment influences the safety of the school environment through the theoretical consideration. In Chapter 3, the difference in safety through the new elementary school survey of metropolitan areas was given a score per item per item depending on the evaluation criteria. The fourth section is the difference between safety school environment can be summarized as the following analytical results that the difference between the new city. The results of this study as follows: First, the characteristics of the elementary school environment showed a significant difference between the new town. Second, school location, terrain characteristics, bike paths and pedestrian to the installation, the safety of landscape installations, installing median barriers, traffic safety facilities, speed bumps, separation of pedestrian and vehicle circulation in the front door, scores of elements of the plan such as parking scheme there is a difference between the new town. Third, the introduction of elements of the plan such as Traffic calming or Traffic Island installation techniques was found lacking.

• The Journal of the Petrological Society of Korea
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• v.27 no.2
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• pp.105-108
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• 2018

This study was on the rock garden among the school gardens as survey of 122 schools(60 elementary schools, 34 middle schools and 28 high schools) during 16 months from March 2017 to June 2018, There were 36 rock gardens (29.51%). 40% elementary schools and 18.18% secondary schools (middle and high schools) had the rock gardens. 3 items were surveyed; Was the rock sample in the rock garden related to the curriculum? Was the name of sample correct? Was the content of a sample's exhibition panel suitable? Elementary schools showed 36.7% in response to 'Was the rock sample in the rock garden related to the curriculum', 55.1% in response to 'Was the name of sample correct?' and 55.5% in response to 'Was the content of a sample's exhibition panel suitable?' Secondary schools showed the average 83.9% correlation in the aspect of curriculum, 82.8% accuracy in the aspect of sample name and 84.1% suitability in the aspect of the content of a sample's exhibition panel.

• Journal of the Korean Institute of Landscape Architecture
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• v.40 no.5
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• pp.8-18
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• 2012

Urban nature plays an important role not only in the improvement of the physical environment but also from the perspective of psychological and social function. In particular, schoolyards as well as the green spaces near school surroundings function as a primary space for urban children to experience nature in Korea, as they spend most of their time at school. In this study, the status of urban green spaces near school surroundings was examined. For the analysis, 185 elementary schools in Seoul were selected and the green spaces within a radius of 300m(defined as 'school zone' in this study) were analyzed using the Rapid Eye multispectral satellite image data. The mean green space ratio of school zone accounts to about 21% with a high variation from 74% to 0.7% and more than half of the school zone have a green space ratio of less than 20%. Schools with a high green space ratio in their school zone are mostly located near urban forests, so forest areas particularly contribute to increase the green space ratio. Furthermore, forest vegetation shows relatively higher vitality than other green spaces located in urbanized areas. In contrast, schools with a low green space ratio in their school zone are mostly situated in high-density residential areas and the green spaces show relatively low vegetation vitality. Except for the urban forest, the majority of urban green spaces in urbanized areas are landscape green facilities in apartment districts. The other types of urban open spaces such as environmentally shaped schoolyards or street parks account only for a very small proportion of school surroundings. Therefore, it is needed to establish countermeasures in the context of urban planning; e.g. to promote the school forest projects preferentially by selecting schools with a extremely low green space ratio in their school zone, to foster roof greening in near surroundings, and to connect schoolyards organically with nearby apartment landscape green facilities as an easily accessible urban open space.

• Journal of the Korean Institute of Landscape Architecture
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• v.46 no.4
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• pp.36-48
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• 2018

This study surveyed 599 elementary schools in Seoul to provide measures for the quantitative expansion and sustainable operation of environmentally-friendly school garden. Of all schools, 161 schools had formed and were operating school gardens. The total area of school gardens was $166,901m^2$ and the mean area was $131.2m^2$ in elementary, junior high and high schools in Seoul. Meanwhile, the total area of school gardens was $65,493m^2$ and the mean area was $363m^2$ in 161 schools that participated in the survey, indicating $1.15m^2$ per student. Of these schools, 11.8% were operating gardens themselves, while 50.3% were operating gardens that had been newly renovated or environmentally improved by institutional support projects after initially managing gardens themselves. According to the locations of school gardens, mixed-type gardening (a combination of school gardening and container vegetable gardening) accounted for 34.8%, followed by school gardening at 32.9%, container vegetable gardening at 29.2%, and suburb community gardening at 3.1%. Those in charge of garden operations were teachers at 51.6%, comprising the largest percentage. Facilities built when forming the garden included storage facilities for small-scale greenhouses and farming equipment at 26.1%, accounting for the largest percentage. No additional facilities constructed accounted for 21.7%. The greatest difficulty in operating gardens was garden management at 34.2%. The most needed elements for the sustainable operation of gardens were improvement in physical environment and the need for hiring a paid garden, each accounting for 32%. The most important purpose for school gardening was creating educational environments (81.6%). The major source for gaining information on garden management was consultation from acquaintances (67.8%). Schools that utilize plant waste from gardens as natural fertilizers accounted for 45.8% of all schools. Responses to the impact of operating school gardens for educational purpose were positive in all schools as 'very effective' in 63.2% and 'effective' in 36.8%. This study was meaningful in that it intended to identify the current status of the operation of school gardens in elementary schools in Seoul, support the formation of school gardens appropriate for each school with sustainable operation measures, implement a high-quality education program, develop teaching materials, expand job training opportunities for teachers in charge, devise measures to support specialized instructors, and propose the need for a garden management organization.

• Journal of the Korean Institute of Landscape Architecture
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• v.45 no.6
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• pp.50-61
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• 2017

This study devised a user-participatory design process for users to participate directly in the design process and was implemented at Daegu Padong Elementary School. Users of the school forest were divided into four groups: the lower grades, the upper grades, local residents(parents included), and faculty. The methods of this study were image survey, preference survey, card playing, and model playing. Researchers investigated the level of user satisfaction the following year. The specific design process is as follows: First of all, the concept of the school forest was established through audio-visual education for students and image research was conducted through drawing and painting activities entitled 'The School Forest I Want'. Second, in the image survey, a survey of areas and facilities with high frequency use was conducted in the study of the lower grades, the upper grades, local residents, and the faculty. Image cards of spaces and facilities that showed high preference were produced and the cards were placed in four groups on the school lot plan to check the location of place and facilities desired. Based on this, a model and a basic idea were created through consultation with future users. Lastly, the study design was completed. After 1 year from the completion of the school forest, users were again surveyed regarding their satisfaction with use. The importance of this study is as follows: 1) Treating all potential users of a school forest as the subject of design participation, 2) Reasoning out a plan created by the users themselves through consultation and discussion throughout all steps of the design process, 3) Grasping how users utilize a school forest and the type of spaces most preferred via preference survey after completion of the school forest and showing the importance of user participation by showing that spaces preferred by users were similar to those in which experts were also highly interested.

• Journal of the Korean Association of Geographic Information Studies
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• v.18 no.2
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• pp.28-44
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• 2015

Granite soil has been used traditionally as a school playground surface. Natural turf has also been used in some schools. Recently artificial turf has come into common use instead of granite soil or natural turf. Artificial turf playgrounds are used at 174 schools in Seoul, Korea. More than 3,500 artificial turf fields are installed in the United States. Because of the increase of artificial turf usage, there are many studies about the estimation of artificial turf effects to environment. Compared with artificial turf material effects such as characterization of substances released from material, and recognition of volatility of heavy metal into the surrounding environment - air or the percolating rainwater -, less studies for thermal effects of artificial turf playground have been done. Especially, the corresponding studies in Korea are few. Thus, the purpose of this research is to compare the thermal effects of artificial turf on school playground between natural turf and granite soil. In this study, air temperature and Predicted Mean Vote (PMV) were compared in three scenarios by Computational Fluid Dynamics (CFD) model. Additionally, the results were validated through a field measurement. Air temperature decreasing effects by natural turf are greater than those by artificial turf and granite soil at 14:30 on 20th, July 2011. It shows the same decreasing effects at 23:30. However, the difference is less than that of daytime. PMV differences between natural turf and the other two surface covers are large at daytime while those are much less at nighttime. Consequently, air temperature and PMV of artificial turf are the highest among three school playground surface pavements.

• Journal of Environmental Impact Assessment
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• v.16 no.4
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• pp.241-250
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• 2007

A study was carried out on the level of heavy metals, total coliform and benzo(a)pyrene that may be introduced through by-product fertilizers or air pollution to turfgrass in natural turfgrass playground in elementary schools around the western coast and eastern mountain areas in Jeollabuk-do, Korea. The level of heavy metals found in turfgrass was in the order of Cu > Zn > Pb > Cd. The majority of heavy metals was found in the roots. It is presumed that the absorption of some air pollutants and by-product fertilizers or chemical fertilizers. The level of benzo(a)pyrene showed an average of 0.05ng/g with a range between 0.02 to 0.08ng/g in the leaves. In the meantime, none was detected in the stems, while the average for roots was 0.02ng/g with a range between 0.01 and 0.03ng/g. The level detected is that found background level, however, benzo(a)pyrene can be introduced partly from the unstable combustion of fossil fuel or through vehicle emissions. Total coliform distributed in grass showed an average of 12MPN/100ml with a range between 2 and 36MPN/100ml. The density of total coliform displayed no regional predominance. However, in some urban areas, the density was slightly higher. The feces of pets or by-product fertilizers may have contributed to the input of pathogenic micro-organism. Yet the level was found to be negligible.

• Journal of the Korean Institute of Landscape Architecture
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• v.43 no.4
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• pp.15-26
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• 2015

The Daegu Metropolitan Transit Corporation Advisory Committee has chosen 5 styles of bridge-pier designs, including coating, graphic, planting, billboard and safety-facility style, based on the results of landscape simulations from a previous study. This study was conducted to investigate citizen's preferences and emotional images for each style of bridge-pier design, by aiming at the pilot urban landscape improvement section from Daebong Bridge in Suseong Gu to the crossroads near Dongseong Elementary School in Daegu Metropolitan City. The questionnaire was drawn up regarding the urban landscape improvement plans applied to the research area, and the questions were about citizens' perception of bridge-pier structures generated by constructing a light rail transit, important factors to consider when designing bridge piers, preferences for each style of bridge-pier design and emotional impact. 60.4% of the survey participants were found to perceive bridge-pier structures as unattractive, so it was necessary to improve them aesthetically. Regarding visual factors of bridge-pier designs, color was most important at 5.81, followed by form at 5.57. Regarding aesthetic component factors, harmony was most important at 6.07, followed by amenity at 6.00. In the survey participants' preference for each bridge-pier design, the graphic style was preferred most at 4.14, followed by the planting style. In emotional adjectives used for each bridge-pier design, the coating style, the safety-facility style and the non-treatment style showed similar results, and all of these styles were evaluated as artificial, lifeless and desolate. The graphic style and the billboard style showed different tendencies, depending on visual factors and aesthetic component factors applied to the graphic design used for these two bridge-pier styles. Since natural materials were used for the planting style, however, it showed high preference for such emotional images as natural and lively. The emotional adjective 'amiable' was found to affect citizens' preferences for each bridge-pier aesthetic improvement plan most, and it was also analyzed to have an effect on all the styles of bridge-pier designs. To improve the landscape of a light rail transit being constructed inside the urban area, this study quantitatively extracted citizens' preferences and emotional adjective for every style of bridge-pier design applied to the pilot urban landscape improvement section, and it is expected that the results of this study will be used as basic data to improve the landscape of bridge piers.

• 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.