• Journal of Environmental Science International
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• v.23 no.4
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• pp.673-679
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• 2014

This study aims to investigate the indoor air quality by analyzing $PM_{10}$ concentration and metallic elements collected from high school(classroom, science room, assembly room). $PM_{10}$ concentration of a classroom, a science room, and an assembly hall during the research period was 87.7 ${\mu}g/m^3$, $75.3{\mu}g/m^3$, $64.6{\mu}g/m^3$, respectively. Si of $PM_{10}$ had highest concentration with 15,427 $ng/m^3$ followed by Na which had 7,205 $ng/m^3$, and the order was Si>Na>Ca>Mg>Fe>K in the classroom. $PM_{10}$ concentration of a classroom and a science room was each 104.8 ${\mu}g/m^3$ and 75.3 ${\mu}g/m^3$ during the semester and $PM_{10}$ concentration of a classroom and an assembly hall was each 80.9 ${\mu}g/m^3$ and 64.6 ${\mu}g/m^3$ during the summer vacation. Based on $PM_{10}$ and metallic concentration at a classroom on day of week, the concentration of Friday was highest with 112.0 ${\mu}g/m^3$, and that of Monday was lowest with 65.3 ${\mu}g/m^3$.

• The Journal of Sustainable Design and Educational Environment Research
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• v.10 no.2
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• pp.61-72
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• 2011

The purpose of this study is to carry out the research of the satisfaction level of consumers (students and teachers) and managerial characteristics for model classes of the subject classroom system and to draw the effective plan of the system. The conclusions are as follows First, the biggest advantage of the system is to fulfill the educational goal according to an individual level and ability of each student while the biggest disadvantage is the inconvenience of students to change their classrooms for each specific class. Second, it is necessary to rearrange the classrooms according to the applied subjects from the aspect of curriculum management since the time frame is not convenient for recess. English and mathematics are required preferentially as applied subjects, however Korean (as a national language) and science are needed to be taught with level-differentiated classes, too. The ideal size of classes is most likely 20-25 students according to the result of research. Lastly, the space of environment is another requirement to secure smooth flow of students' movements and extra space for technical devices used for information research. The above analysis indicates the necessity of supplementation in space planning for further implementation of subject classroom system in secondary school.

• Education of Primary School Mathematics
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• v.21 no.2
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• pp.151-162
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• 2018

The purpose of this study was to investigate the effects of teacher's mathematical belief and student's mathematical performance, sex on the perception of mathematics classroom quality. And this study also detailed the relation between self-directed learning attitude and perception of mathematics classroom quality. For this purpose, this study used 'Students Perception of Mathematics Classroom Quality(SPOCQ)' as an instrument. This instrument focuses on appeal, challenge, choice, meaningfulness, self-efficacy. The 430 5th and 6th grade elementary school students were included in sample. The results obtained in this research are as follows; First, there was a significant difference in the perception of mathematics classroom quality between positive mathematical belief teacher's group and negative mathematical belief teacher's group. So, teacher's mathematical belief influence on the students' perception of mathematics classroom quality. Second, there was a significant difference according to the student's mathematical performance and sex. The students of high mathematical performance usually had positive perception of mathematics classroom quality and the male students also had higher mean than female students. Third, there was positive correlation between self-directed learning attitude and perception of mathematics classroom quality.

• Proceedings of the Korean Institute of Interior Design Conference
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• 2003.05a
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• pp.65-68
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• 2003

The purpose of this study is examine the color planning in the different type of classroom to establish interior color planning. This study also uses environmental planning and practical use of basic data for color planning to future school facilities. The summary of this study is as followed. The primary school and middle school classrooms as well as the open space classrooms floor color recommended of brown and the primary school wall color is light yellow, middle school wall color is light yellow and brown. The high school classroom color is recommended brown and wall color to light yellow and green system. The recommended floor color of primary school which includes in computer room and language study room, library of the multi-purpose of media room recommended are gray, brown and pink. The recommended wall color in primary school is light gray. The middle school floor color propose gray and light brown and wall recommended color is light brown, gray, ivory with the high school the computer room, language study room and library. The floor color is recommended gray, green and the wall propose blue. Moreover, recognize that importance of color effectiveness in school interior facilities considering with Interior covering material in class room.

• Research in Mathematical Education
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• v.16 no.2
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• pp.107-123
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• 2012

A group of twenty-nine high school student-teachers were given a set of mathematical propositions focusing on shape-to-shape transformations. Their task was to determine through hands-on manipulation and use of dynamic software that each shape be transformed into an area equivalent rectangular region. This paper reports on a classroom-based research.

• Proceedings of the Korea Information Processing Society Conference
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• 2010.11a
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• pp.461-464
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• 2010

디지털 교과서 상용화 시범 사업은 다양한 학습 지원 도구들과 사회 각 분야의 최신정보, 지식DB등을 활용하여 교실에서 참여형 학습을 실행할 수 있는 사업이다. 현재 디지털 교과서는 유통되고 있는 페이지 단위의 e-book형태가 아닌 확장 가능 구조로 개발되어 있어, 기존의 e-book 단말기나 e-book reader 프로그램에 바로 적용할 수 없다. 본 연구는 이러한 문제를 해결하기 위해 디지털 교과서 단말기의 요구 사항과 기존 단말기의 구현기능을 분석하여, 개선된 단말기의 기능과 규격을 제시하고, 이를 활용할 수 있는 교실 교육 환경을 제안한다.

• 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.

• The Proceedings of the Korean Institute of Illuminating and Electrical Installation Engineers
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• v.10 no.6
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• pp.48-53
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• 1996

In this paper, the illuminance of elementary, junior, and senior high school in Inchon was measured and analyzed to investigate their night illuminating circumstances(classrooms, science rooms, and laboratories). More than four schools were selected based on the years elapsed(l0, 20, and 30 years, etc) since the opening of the schools. It was shown that the average illuminance for the classroom and that for science room and laboratory have been improved significantly such that the former was 235.6[lx] (260[lx] for senior high school, 208[lx] for junior high school, 203[lx]) for elementary school) and the latter was 233.7[lx](248.8[lx] for senior high school, 216.4[lx] for junior high school, 207.8[lx] for elementary school). The uniformity of the illuminance was exceedingly worse than the recommended one(the average value for the classroom and that for sciense room and laboratory were 0.95 and 1.08, respectively). It was found that the maximum to minimum illuminance ratio with respect to illumination derivative(7.9 for classroom, 6.8 for scienceroom or laboratory) was very high for most school buildings and was much higher for the old ones. From the measured results, it was shown that the illuminance for the school buildings needs to be improved with regard to quality.

• Korean Journal of School Psychology
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• v.16 no.3
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• pp.433-451
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• 2019

This study aimed to develop and validate the Classroom Problem Behavior Scale - Elementary School Version (CPBS-E) measure which is unique to classroom problem behavior exhibited by Korean elementary school students. The focus was on developing a universal screening instrument designed to identify and provide intervention to students who are at-risk for severe social-emotional and behavioral problems. Items were initially drawn from the literature, interviews with elementary school teachers, common office discipline referral measures used in U.S. elementary schools, penalty point systems used in Korean schools, 'Green Mileage', and the Inventory of Emotional and Behavioral Traits. The content validity of the initially developed items was assessed by six classroom and subject teachers, which resulted in the development of a preliminary scale consisting of 63 two-dimensional items (i.e., Within Classroom Problem Behavior and Outside of Classroom Problem Behavior), each of which consisted of 3 to 4 factors. The Within Classroom Problem Behavior dimension consisted of 4 subscales (not being prepared for class, class disruption, aggression, and withdrawn) and the Outside of Classroom Problem Behavior dimension consisted of 3 subscales (rule-violation, aggression, and withdrawn). The CPBS-E was pilot tested on a sample of 154 elementary school students, which resulted in reducing the scale to 23 items. Following the scale revision, the CPBS-E was validated on a sample population of 209 elementary school students. The validation results indicated that the two-dimensional CPBS-E scale of classroom problem behavior was a reliable and valid measure. The test-retest reliability was stable at above .80 in most of the subscales. The CPBS-E measure demonstrated high internal consistency of .76-.94. In examining the criterion validity, the scale's correlation with the Teacher Observation of Classroom Adaptation-Checklist (TOCA-C) was high and the aggression and withdrawn subscales of the CPBS-E demonstrated high correlations with externalization and internalization, respectively, of the Child Behavior Checklist - Teacher Report Form CBCL-TRF). In addition, the factor structure of the CPBS-E scale was examined using the structural equation model and found to be acceptable. The results are discussed in relation to implications, contributions to the field, and limitations.

• Research in Mathematical Education
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• v.23 no.4
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• pp.235-254
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• 2020

Through this study, we aimed to capture the nature of a mathematics method course, called "the Curriculum Development and Teaching Methods in Mathematics Education" which is a pedagogy course for teaching for secondary school mathematics taught at a university located in a south eastern part of South Korea. The research participants include three junior students who took the methods course and a local high school math teacher with two professors. The research has three parts. First, we designed a method course to prepare the junior or senior students for a teaching practicum. The individual students gave a mini lecture about a secondary mathematical topic as a course requirement. Second, the three students watched a classroom video-clip of the high school teacher and analyzed his instruction before the actual classroom visits. Furthermore, by "Let's Learn" program for students, the course was associated with a local community through the students and so that they could visit the teacher's classroom three times to observe his math classroom teaching. The students discussed the difference between their own mini lectures and the actual math classroom teaching to develop an understanding of what it entails to teach an actual math class. Third, the first author supervised the students' activities in the program including their report for it to bring out their findings to the class of the method course. We found out this method course provided the students with the experience of various aspects of actual math lesson as well as learning theories about the pedagogy for teaching for secondary school mathematics. We conclude that this course gives a model for the method course in mathematics education for secondary school mathematics.