• 한국수학교육학회지시리즈D:수학교육연구
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• 제9권2호
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• pp.115-124
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• 2005

Traditional mathematics education research is based on mathematics and psychology, but its function is limited. In the end of the 1980's, the social research of mathematics education appeared. The research views are from sociology, anthropology, and cultural psychology, and then it is an exterior research. The social research considers the relations, power, situation, context, etc. This paper analyzes the power relationship in mathematics classroom. Firstly, the power is defined. The meaning of the power is the foundation of this paper. Secondly, the power relationships in mathematics classroom are analyzed. The traditional mathematics classroom and collaborative learning classroom are considered. Thirdly, the paper analyzes the power resources and finds the some important factors that affect the power distribution.

• 교육시설 논문지
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• 제20권1호
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• pp.3-14
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• 2013

The following research, analysis about an integral part of current elementary classroom, has been done to grasp the importance of re-organization of an elementary school classroom. For the research process 11 schools, 60 classrooms have been studied to analyze the physical elements of classroom(learning tools, equipment, etc.) to provide deeper understanding on their display, and spatial arrangement, as well as characteristic of a classroom. By looking at these analyzed elements with perspective to the grade, the number of students per class, the result turned out to be uninteresting. The observation that was made by this analysis was that there are more usages of multi-purpose desk in the classroom when there are only a few numbers of students. Also the observation could be made on the classroom wall-post. Each post had a tendency to have its defined area to be posted. The analysis showed that there are total of 24 corners can be created in the classroom, also it distinctly showed that the number of corners gets changed depending on the number of students in the classroom. The 24 corners including learning tools, equipment, and posts could be sorted to a minimum of 11 areas and a maximum of 22 areas depending on the educational purpose of the corners. The current layout of these corner and area will be the primary component that will be needed for the new coming classroom. For the future progress, depending on the system of education, the following needs to be done: (1) The installation of corners in the classroom (2) A small common-lounge area between two classrooms (3) A common-corner for each grade (4) Deeper research will be required to discuss the installation of a wide-educational area.

• 영어어문교육
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• 제13권3호
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• pp.57-75
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• 2007

This small-scale research project attempts to describe and explore the Korean students' perspectives on oral classroom interaction in a second language classroom in a graduate course in America. Based on the interpretist paradigm, this study employed the qualitative research methodology, triangulating the following methods: class observation, interviews, and document analysis. The findings are that the Korean participants perceived the importance of oral classroom interaction in an American classroom, and that there were shared several factors which influence their participation such as socio-cultural differences, course content, English skills, course requirement, and classroom activity types. Based upon the findings, pedagogical implications are provided for the teachers to help Korean students achieve academic success in American universities.

• 영어어문교육
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• 제11권3호
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• pp.71-87
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• 2005

The role of interaction in second language (L2) classrooms has been examined from different angles, ranging from early studies of foreigner talk to the studies of the teacher- and task-based talk. However, most of the research on L2 classroom interaction has been based on a traditional psycholinguistic view of language and learning, failing to reconceptualize a broad and holistic understanding of L2 learning. Currently, many researchers have attempted to explore and describe classroom interaction in L2 classrooms from a sociocultural perspective. The purpose of this paper is to discuss Vygotsky's theoretical framework in terms of L2 classroom interaction and research from a sociocultural perspective, by describing three key concepts (zone of proximal development, private speech, and activity theory) in Vygotsky's theoretical framework and relating them to L2 classroom interaction. The results demonstrated the importance of social interaction for second language acquisition with the review of the related research study. It was also suggested that the dynamic and interactive processes of second language learning in the classroom should be valued by L2 researchers as well as L2 teachers. Finally, implications for the concepts for L2 classroom research and pedagogy are presented in the conclusion.

• 대한지리학회지
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• 제44권6호
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• pp.833-851
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• 2009

최근 국내외에서 교육의 현장에 대한 이해가 절실해지면서 '교실'에 대한 관심이 크게 부상하고 있다. 본 연구는 영어권을 중심으로 교실 연구의 최근 동향을 검토한 다음, 교실의 이해를 위해 긴요하지만 지금까지 다분히 간과되어 온 주제로서 '교실의 공간성' 문제를 제기하고 이를 '교실 공간 메타포'를 통해 접근하는 데에 목적이 있다. 이를 위해 먼저 영어권의 최근 동향에 주목하면서 최근의 교실 연구에서는 교실 그 자체를 수단이 아닌 목적으로 다루고 있으며 방법론에 있어서도 모종의 전환을 보이고 있다는 점을 확인할 수 있었고, 이를 근거로 최근의 일단의 교실 연구들을 염두에 두고 '교실론'의 설정 가능성을 제안하였다. 다음으로 최근의 교실론의 지평을 확장함에 있어서 매우 중요하면서도 다분히 간과되었던 주제가 바로 '교실의 공간성'에 대한 논의임을 제기하였다. 여기에 접근하기 위해 연구자는 '메타포' 개념을 동원하였고, 전통적 교실 연구에서 상정하는 교실 공간 메타포를 크게 '작업장으로서의 교실'과 '연극 무대로서의 교실'로 범주화할 수 있었다. 그리고, 최근의 교실론을 바탕으로 '삶의 공간으로서의 교실'이라는 새로운 메타포를 제시하면서 여기에 내포된 교육적 함의를 제3공간에 대한 논의와 연결시켜 도출해 보고자 하였다.

• 교육시설 논문지
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• 제18권6호
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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.

• 교육녹색환경연구
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• 제3권1호
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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.

• 영어어문교육
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• 제9권spc호
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• pp.39-60
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• 2003

The purpose of the present classroom research is to investigate teacher talk in the primary English classroom with special reference to teacher questions. The analysis of the recorded teacher questions reveals that the teacher asks a carefully structured sequence of questions leading to the clear pedagogical goals she has set: to encourage students to correct themselves; to find out what students know; to personalize the task; and to elicit culture talk. It is also shown that her use of display questions is supportive of learning; the teacher provides feedback in a way which is as communicative as possible in the context of the classroom and which facilitates the attainment of the pedagogical purposes. All these findings suggest that we consider how teacher talk may perform communicative functions in the classroom context rather terms defining communicative teacher talk purely in terms of the norms of communication outside the classroom.

• 한국수학교육학회지시리즈D:수학교육연구
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• 제12권3호
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• pp.167-177
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• 2008

The students' beliefs about mathematics teaching-learning come from the social activities in mathematics classrooms; and the mathematics classroom culture to a large extent decides the social activities in mathematics classrooms. So, the students' beliefs about mathematics teaching-learning are decided indirectly by the mathematics classroom culture mainly. The students' beliefs about mathematics teaching-learning react to the social activities in mathematics classrooms, and the social activities in mathematics classrooms react to the mathematics classroom culture. Therefore, the students' beliefs about mathematics teaching-learning react indirectly to the mathematics classroom culture. So, the relationships between the students' beliefs about mathematics teaching-learning and the mathematics classroom culture are dialectic, and the social activities in mathematics classrooms are the medium. In addition, the relationships have some inspirations to the current mathematics curriculum reform in the mainland China.

• 한국주거학회논문집
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• 제4권2호
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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.