• Journal of the Korean Institute of Educational Facilities
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• v.28 no.6
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• pp.3-13
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• 2021

Introduced in 2004 as an 'After-School Academy' policy, the 'After-School Care Class' has become a universal program for elementary schools over time. While the concept of public education service has expanded and changed in various ways including educational welfare, the physical environment of the care classroom has undergone fixed changes within the uniform classroom structure of a standardized school space. The purpose of this study is to identify spatial characteristics of care classroom through chasing and analysing changes in the care class space configuration from 2004 to the present. The findings are as follows. The plan of the early care classroom wasn't much different from the existing common classroom, and it was only in 2007 that the kitchen and floor heating appeared for the first time.From the 2015 standard plan, prominent differentiation of the space between learning activities and resting area was shown, but the spatial characteristics are nothing more than a division that utilizes ready-made furniture. A distinctive feature of the 2018 Seoul care classes are diversity. In the case of the care exclusive classrooms, the division between the support space and the main activity space became more clear using furniture integrated open walls and various floor levels. In the case of a shift classrooms that is used together with common classrooms, it is characterized by flexibility that allows dramatically different classroom configurations for each time period by using a convertible furnishing space.

• Journal of The Korean Association For Science Education
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• v.35 no.3
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• pp.499-508
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• 2015

The purposes of this study are to investigate elementary students' perception of science classroom through an analysis of students' answer to an open-ended question and to suggest a framework for the analysis of science classroom culture, as the first step to develop an analysis tool for qualitative exploration of science classroom culture. We analyzed 571 responses and developed an analysis framework with six categories (i.e. major factors; power structure of a classroom community; focused domains of the science classroom; student concerns; atmosphere of science classroom; participation form). The details of the six categories can be summarized as follows: (1) major factors were revealed to be practical work, fun, teacher, community and others; (2) the power structure of classroom community was in the order of peer students, teacher, and individual student himself/herself; (3) the focused domains of the science classroom perceived by students were more about affective and behavioral domains than cognitive one; (4) major student concerns were teachers' teaching, having practical work, and the understanding of and the sharing of knowledge and opinions (5) science classroom atmosphere was noisy and pranky but fun and interesting; (6) the students participation forms were to be total participation or voluntary participation or cooperative practice. Through this study, not only suggesting the framework, but we could also get implications for the cultural aspects of science classroom based on the results of data analysis in this study.

• Journal of the Korean Institute of Educational Facilities
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• v.14 no.1
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• pp.44-51
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• 2007

The purpose of this research starts analyzing the case with the United States and Japan and considering the plan form of educational facilities in the advanced country for the improvement of educational facilities in our counties. Japan was managing the educational system which carried out homogeneous till the first stage of the 1970s like advanced nations, such as the educational system of the industrialization age before World War II, i.e., Britain and the United States. The form of an American open school was adopted after the second half of the 1960s, trying the educational system which also globalized the educational system of Japan while the world went into the information society. In the process of the introduction, Japan did not simply imitate a huge open space in the United States. Japan selected the content of the education carefully. And, to do an original educational activity by guidance. The current classroom and multipurpose space were planned as one body. As a result, the environment of the classroom was able to do various studying patterns of individual study and the group study.

• Journal of the Korean Institute of Educational Facilities
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• v.16 no.3
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• pp.49-58
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• 2009

This study is carried out to understand application type and change of learning space and to find out actual situation of management in open planned elementary schools. The twelve elementary schools were selected based on case studies and fundamental data of the agencies performing basic plan, the actual situation of management was studied by interviews of principals and teachers. By the results, open planned elementary schools have been notably reduced after the year of 2004 and corridor expending type was broadly chosen as a plane type for open space. It was also shown that learning space was transformed to the independent type integrating open space to the unit classroom in most part of twelve cases. In addition, whole sliding doors fixed in open classrooms by some Provincial Office of Education didn't need certain physical shut-offs, and it was considered as one of useful alternatives to manage open space.

• Korean Journal of Child Studies
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• v.17 no.1
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• pp.227-243
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• 1996

The purpose of this study was to investigate the prevalence of EBD (Emotional and Behaviour Difficulties) and to examine relationships of EBD to family and classroom psychosocial functioning. Two studies were carried out. The subjects were 840 children aged 7 to 12 for the first study and 448 children aged 12 for the second study. CBQ for children's behaviour, FACES III for family functioning and a short version of CES for classroom functioning were used. The prevalence of EBD was 9.4% by parents, 10.6% by teachers and 2.1% by both on the basis of Korean cut-off points. It was 13.7%, 20.8% and 4.3%, respectively, based on England points. More children were identified as EBD in boys, in one-child families and in lower academic group. EBD tended to be higher with lower levels of psychosocial functioning but classroom-control. The relationships were more consistent and high with children's rather than adults' perception, and with teachers' rather than mothers' ratings. The findings were discussed in terms of the scale validity, the concept of 'open systems' and differences in the validity of ratings.

• Journal of the Korean Solar Energy Society
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• v.38 no.4
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• pp.67-76
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• 2018

Cooling the building by natural ventilation is one of the passive methods widely used from ancient times. It can be effectively applied especially in case of cooling load during the intermediate season of the year. In this study, the effect of 4 cases of window ventilation control mode which are 'Always Close', 'Temperature', 'Enthalpy' and 'Always Open' is simulated by Energyplus program and analyzed to improve the comfort of occupants and reduce energy consumption of the school classroom.

• Educational Technology International
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• v.11 no.2
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• pp.149-172
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• 2010

Knowledge can be more meaningful when it is shaped and personalized through interaction with others. Implementation of open learning environments such as open courseware or shared knowledge communities has gradually become more common. A case study which investigated instructors' experiences and perceptions of publishing and using open courseware in the classroom was conducted at a university in Korea. Responses from participating students and an evaluation group regarding how they perceived open learning environments were also examined. Based on the inductive analysis of the data, this study discusses advantages and challenges of publishing open courseware and collaborative learning environments. Also, practical guidelines for developing reusable learning materials are suggested.

• Journal of the Korean Institute of Educational Facilities
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• v.5 no.3
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• pp.11-16
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• 1998

The size and location of spaces need to be changed for teaching & learning activities in open education. This study is aimed to investigate how school facilities should be rearranged when the open education is implemented in elementary school. Some considerations such as enlargement of classroom, establishment of open space, and provision of various self-learning spaces are proposed for the rearrangement. It is also recommended that (1) a space for research and conference for teachers, (2) a multi-learning space to be utilized by connecting general and special classrooms, and (3) an open space for exclusive use of one grade or two grades be established.

• Journal of the Korean Institute of Educational Facilities
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• v.4 no.4
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• pp.17-28
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• 1997

The purpose of this study is to search for the effective way of development in managing Open Education Schools by analyzing obstacle reasons for school management of elementary school teachers on the basis of classroom site. This study researched 240 teachers and head teachers in three cities and counties of Chungbuk province through questionnaires which enquire obstacle reasons for Open Education. This research regarded 9 items including curriculum management and teaching method as main factors for consisting of Open Education School. And this analyzed the reactions from the percentages of interviewees. As a result of this analysis. obstacle reasons are as follows. 1. priority for academic background and the lack of school facilities and materials. 2. deficiency of teachers' belief in Open Education and unskilled practice. 3. closed situation in decision making and communication. 4. unreasonable management of finance and school facilities.

• The Mathematical Education
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• v.47 no.4
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• pp.421-436
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• 2008

Mathematics assessment doesn't mean examining in the traditional sense of written examination. Mathematics assessment has to give the various information of grade and development of students as well as teaching of teachers. To achieve this purpose of assessment, we have to search the methods of assessment. This paper is aimed to develop the open-ended problems that are the alternative to traditional test, apply them to classroom and analyze the result of assessment. 4-types open-ended problems are developed by criteria of development. It is open process problem, open result problem, problem posing problem, open decision problem. 6 grade elementary students who are picked in 2 schools participated in assessment using open-ended problems. Scoring depends on the fluency, flexibility, originality The result are as follows; The rate of fluency is 2.14, The rate of flexibility is 1.30, and The rate of originality is 0.11 Furthermore, the rate of originality is very low. Problem posing problem is the highest in the flexibility and open result problem is the highest in the flexibility. Between general mathematical problem solving ability and fluency, flexibility have the positive correlation. And Pearson correlational coefficient of between general mathematical problem solving ability and fluency is 0.437 and that of between general mathematical problem solving ability and flexibility is 0.573. So I conclude that open ended problems are useful and effective in mathematics assessment.