• Journal of the Korean Institute of Educational Facilities
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• v.18 no.6
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• pp.15-23
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• 2011

There are growing concerns about designing classroom or school environments influencing teaching and learning activities. However, there are little research on how students perceive the physical characteristic of the classroom and whether physical factors of classroom affects students' learning. The purpose of this study aims to reveal the different perception of college students on their classroom environments depending on where they take class, traditional classroom or newly constructed classroom. Also, the study demonstrates how the difference of classroom environment affects students' learning outcome. The results of this study suggests that classroom should be designed considering the perceptions of the students and their teaching and learning activities.

• Korean Journal of Child Studies
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• v.28 no.3
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• pp.101-113
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• 2007

The present study investigated the print richness of early childhood classrooms and examined differences in classroom literacy environment by teacher demographics. The 117 participants were teachers of kindergartens and daycare centers. They responded to a 33-item questionnaire constructed by Wolfersberger et al.(2004). Questionnaire categories included literacy items pertaining to classroom environment and literacy items pertaining to teacher-student interactions. Major findings were that the classroom literacy environment was usually satisfactory. The age and career of teachers was the predictor of the classroom literacy environment, especially 'providing the classroom with literacy tools' and 'arranging literacy tools in the classroom space'.

• The Journal of Sustainable Design and Educational Environment Research
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• v.3 no.1
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• pp.15-23
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• 2003

Focusing on both the form of open classroom and that of independent one which have been most planned and being built, this study was designed to see if the educational environment of their inner space, structure, and facilities gives a proper support to classroom activities during the various classes based on open education. Selecting representative teaching methods in elementary school, such as open simultaneous learning, learning through a medium, learning in the corner, subject learning, team teaching and learning hardening basics, this study surveyed problems and improvements using literature works, questionnaires, observing, and interviews. Through the study on learning space for open education, it has been known that the form of independent classroom fits into one classroom learning and open classroom into small group learning and individual learning, and that the form of open classroom connecting open space with a classroom are more desirable when there is change from large to small group.

• Journal of Korean Elementary Science Education
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• v.34 no.2
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• pp.238-251
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• 2015

This study, based on literature review and theoretical discussion, reinterprets the learning environment instruments from cultural perspectives and suggests the applicability of learning environment instruments for understanding science classroom cultures. To do this, the existing learning environment instruments are first investigated and compared in terms of their features and utilizations appeared in previous studies. The learning environment instruments are then reinterpreted in the light of culture. Finally, we suggest the possibilities to use the learning environment instruments to understand science classroom cultures. The results of this study can be summarized as follows. First, the learning environment instruments, by interpreting them culturally, could be interpreted in cultural ways and used as the alternative ways to explore science classroom cultures. Second, the learning environment instruments, such as WIHIC and CLEQ, could be interpreted both along the dimension of phenomena in classrooms and the dimension of students' psychology in order to investigate science classroom cultures. Third, the instrument items could be interpreted culturally in different ways according to the description types of instrument items. Thus, when learning environment instruments are used in culture research, the description types should be sufficiently taken into account. Based on the results of this study, educational implications are discussed in terms of exploring classroom cultures and of culture research.

• Journal of the Korean housing association
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• v.4 no.2
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• pp.1-9
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• 1993

This study is a basic research to analyze and estimate the light environment of the classroom by serial correlation of time. Its purpose lies in the comparison by time period in order In select floor for laboratory and to calculate the uniformity factor. The proving ground is T building in W university, Which is five floor of central hall type. The subject of investigating is eight classrooms, four rooms in South and North, from the second floor that is net influenced by the shelter. The results that compared and estimated them in the illumination of daylight, Uniformity factor, Daylight factor, are as follows1. The illumination of classroom in South and North is over 10001x, but the classroom in North is good and the classroom in South excellent.2. The uniformity factor of classroom in South is good and that of classroom in North is normal.3. The daylight factor of each classroom is over 5% but the classroom in South is above that in North. The classroom in South surpasses the classroom in North in the general light environment and the classroom in third and fourth floor is so better than that in second and fifth floor in the condition of laboratory In the uniformity factor, the classroom in fourth can be better than any classroom.

• Korean Journal of Child Studies
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• v.27 no.3
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• pp.135-148
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• 2006

The Foreign Language Classroom Anxiety Scale(Horwitz et al., 1986) and the Classroom Environment Scale(Moos & Tricket, 1974) were administered to 434 middle school students in Daegu. Data were analyzed by Cronbach's $\alpha$, t-test, and Pearson's correlation using the SPSS program. Results on anxiety showed no gender differences between male and female students but $9^{th}$ graders reported more anxiety than $7^{th}$ graders. Two of the nine classroom environment subscales showed differences between perceptions of male and female students, and there were significant differences between $7^{th}$ and $9^{th}$ graders. Foreign language anxiety was correlated with perceived classroom environment. This finding suggests the importance of the psychological environment between the English teacher and students for successful language education.

• Human Ecology Research
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• v.54 no.3
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• pp.293-305
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• 2016

This study examines the mediation effect of teacher-child interactions in the process of the impact of teacher's teaching-efficacy on childhood education institutions and classroom environment on peer-play interactions. We used data from 970 children aged between 49 and 55 months and 970 homeroom teachers from the fifth Korean Child Panel (2012) of the Korea Institute of Child Care and Education. The model fitness was excellent after data were statistically analyzed with model of structure to testify the relationship and effect among teaching efficacy, classroom environment, teacher-child interactions, and peer-play interactions. First, the analysis also showed that the teacher's teaching efficacy did not influence peer-play interactions directly, but gave an indirect effect on the peer-play interactions with the mediation of the teacher-child interactions. Second, the classroom environment directly and indirectly influenced the peer-play interactions with the mediation of the teacher-child interactions. Third, the variable of teacher-child interactions was fully effective as a mediating variable in the process of the teaching efficacy and classroom environment influence on teacher-child interactions. Teaching efficacy and classroom environment influenced the peer-play interactions through the mediation of the teacher-child interactions. The significance of mediation effect of the teacher-child interactions was verified through a bootstrapping method.

• 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.

• Journal of the Korean Institute of Educational Facilities
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• v.14 no.4
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• pp.4-13
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• 2007

In 21st century, mankind greets an era of ubiquitous computing where physical and virtual space are merged through the innovation of digital and IT(Information Technology), meanwhile ubiquitous computing and network paradigm suggest a new direction which our future educational system should head for. A society where people, computers, and objects can be connected with each other anytime and anywhere, that is, a society of ubiquitous computing where everything in our living space are interconnected by a immense network system may bring a variety of changes into our educational environment in schools. In this study I analysed the forecast of school educational orientation and ubiquitous educational environment and facilities in developed countries, and on the basis of the result, I performed a fundamental work for formation of a ubiquitous classroom environment which is feasible in Korea. In the section of conclusion, I present a model of ubiquitous classroom as a scenario based on ubiquitous computing technology applicable to future classroom environment.

• Journal of the Korean housing association
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• v.7 no.1
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• pp.105-116
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• 1996

The purpose of this study is to improve the quality of the light environment of classroom. To attain this purpose, this study estimated the physical factor and evaluation of the subjective response of classroon located in south and north in the summer and the winter. The results are as followed. 1. The evaluation of the illumination, uniformity factor, daylight factor as physical factor of light environment is good as classroom, but the classroom in south is better that that in north, the light environment in summer is better than winter. 2. The subjective response to light environment of classroom is positive on both seasons at all calssroom. Comparing summer with winter, I found that the difference of subjective response between both classrooms on summer is attentive. 3. The realtion between subjective response and physical factor of light environment in classroom is attentive on the light sense, content sense, uniformity.