초등학교 교사의 교실환경 인식에 관한 연구

석민철(Suk, Min-Chul),신나민(Shin, Na-Min),류호섭(Rieu, Ho-Seoup) 한국교육시설학회 2013 敎育施設 Vol.20 No.6

This study aimed to identify elementary school teachers' perceptions of various aspects of physical environments of a classroom. For the purpose, a survey questionnaire was administered to 982 classroom teachers(female 82.2%) working at 67 elementary schools(Seoul 55%) located in Seoul and Busan. According to the analyses of the survey data, 50.8% of the respondent teachers suggested 20-25 as an optimum class size. Also, 57% of the teachers were positive about the current size of a classroom(67.5m²), but evaluations of a classroom size were divided between the teachers who had more and less than 30 students in class. Furthermore, three factors, labelled as 'uniqueness', 'residential stability' and 'visually pleasing', were extracted from a factor analysis of the Semantic Differential Scale consisting of 24 adjectives evaluating a classroom environment. Teachers from Busan tended to rate higher in the uniqueness domain while female teachers scored higher in the domain of residential stability, respectively, compared to their counterparts. Overall, the teachers perceived their classrooms having no particular characteristics, but rated highly in terms of stability. In addition, it was found out that the teachers' requests for the improvement of a classroom environment were not so much as the increased size of a classroom as a reduced class size as well as educational facilities that are corresponding to a variety of instructional methods. In summary, this study confirmed that elementary school teachers' perceptions of a classroom environment varied according to such factors as sex, teaching career, grade of their concerned class, and class size.

초등학교 학습공간 재편성을 위한 건축계획적 연구

석민철(Suk, Min-Chul),류호섭(Rieu, Ho-Seoup) 한국교육시설학회 2013 敎育施設 Vol.20 No.1

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.

초등학교 물리적 환경에 대한 교사의 인식 고찰

석민철(Suk, Min-Chul),류호섭(Rieu, Ho-Seoup) 한국교육시설학회 2014 敎育施設 Vol.21 No.4

In general, teachers' perceptions on the physical environment of elementary school are related on the quality of education and school life. But, we don't have study what teachers think of their enviroment of school. This study analyzed elementary school teachers' satisfaction with overall physical environment and their assessment of spaces with specific functions in order to understand teachers' perception of the physical environment of elementary schools. A survey questionnaire was administered to 982 homeroom teachers working at 67 elementary schools located in Seoul and Busan. Teachers' satisfaction with physical environment of school and their assessment were analyzed comparatively according to the teachers' personal attributes and school conditions. 1) Most of the surveyed teachers were satisfied with overall physical environment of the school, and assessed high the substantiality of functional spaces indoor and outdoor. By sub-factor, however, their satisfaction with work environment was lower than that with education and living environment. 2) The teachers perceived that the optimal number of classes was 30~36, and this is probably because they were relatively accustomed to large scale schools. 3) As might be expected, negative assessments were more frequent among teachers working at a large-scale school, an old school, or a school with small outdoor spaces. The results of this study show that, though partially different according to region, gender, teaching experience and school condition, teachers' satisfaction with school environment was relatively high. This suggests that elementary school teachers perceive their current school environment positively. Because they are accustomed to traditional education methods that have been maintained.

교사의 교실공간 활용의식의 현황분석

석민철(Suk, Min-Chul),류호섭(Rieu, Ho-Seoup) 한국교육시설학회 2016 敎育施設 Vol.23 No.1

The purpose of this study was to survey teachers' perception of classroom space utilization through analyzing the physical environment of elementary school classrooms (56 classrooms in 10 schools). Most of the teachers arranged desks in the two person parallel type (sectional layout : standard type) for their classes. Although the number was small, some classrooms used the T type, H type, U type, group type, and the teachers of such cases used these layouts for children's play activities or group learning. Some teachers changed the desk layout depending on the contents of learning or for different atmosphere of class, but about 40% of the teachers used the same classroom layout without any change during a semester. When the teachers' perception of classroom space utilization was examined according to the type and change of desk layout, the quantity and characteristics of posts, the position of posting spaces, and the size of activity spaces in the classroom, most of the teachers tended to be conventional without any characteristic, and only 16% of them were relatively active in utilizing classroom spaces. In addition, teachers of a relatively small class were more active in utilizing classroom spaces. In particular, perception was very low to utilize the classroom as a space for children's life or play activities or various types of learning. These findings suggest that it is necessary to improve teachers' perception of classroom space utilization in the future.

초등학교 교사의 교실환경 인식에 관한 연구

석민철,신나민,류호섭,Suk, Min-Chul,Shin, Na-Min,Rieu, Ho-Seoup 한국교육시설학회 2013 敎育施設 Vol.20 No.6

This study aimed to identify elementary school teachers' perceptions of various aspects of physical environments of a classroom. For the purpose, a survey questionnaire was administered to 982 classroom teachers(female 82.2%) working at 67 elementary schools(Seoul 55%) located in Seoul and Busan. According to the analyses of the survey data, 50.8% of the respondent teachers suggested 20-25 as an optimum class size. Also, 57% of the teachers were positive about the current size of a classroom($67.5m^2$), but evaluations of a classroom size were divided between the teachers who had more and less than 30 students in class. Furthermore, three factors, labelled as 'uniqueness', 'residential stability' and 'visually pleasing', were extracted from a factor analysis of the Semantic Differential Scale consisting of 24 adjectives evaluating a classroom environment. Teachers from Busan tended to rate higher in the uniqueness domain while female teachers scored higher in the domain of residential stability, respectively, compared to their counterparts. Overall, the teachers perceived their classrooms having no particular characteristics, but rated highly in terms of stability. In addition, it was found out that the teachers' requests for the improvement of a classroom environment were not so much as the increased size of a classroom as a reduced class size as well as educational facilities that are corresponding to a variety of instructional methods. In summary, this study confirmed that elementary school teachers' perceptions of a classroom environment varied according to such factors as sex, teaching career, grade of their concerned class, and class size.

교사의 교실공간 활용의식의 현황분석 -초등학교 교사를 대상으로-

석민철,류호섭,Suk, Min-Chul,Rieu, Ho-Seoup 한국교육시설학회 2016 敎育施設 Vol.23 No.1

The purpose of this study was to survey teachers' perception of classroom space utilization through analyzing the physical environment of elementary school classrooms (56 classrooms in 10 schools). Most of the teachers arranged desks in the two person parallel type (sectional layout : standard type) for their classes. Although the number was small, some classrooms used the T type, H type, U type, group type, and the teachers of such cases used these layouts for children's play activities or group learning. Some teachers changed the desk layout depending on the contents of learning or for different atmosphere of class, but about 40% of the teachers used the same classroom layout without any change during a semester. When the teachers' perception of classroom space utilization was examined according to the type and change of desk layout, the quantity and characteristics of posts, the position of posting spaces, and the size of activity spaces in the classroom, most of the teachers tended to be conventional without any characteristic, and only 16% of them were relatively active in utilizing classroom spaces. In addition, teachers of a relatively small class were more active in utilizing classroom spaces. In particular, perception was very low to utilize the classroom as a space for children's life or play activities or various types of learning. These findings suggest that it is necessary to improve teachers' perception of classroom space utilization in the future.

초등학교 학습공간 재편성을 위한 건축계획적 연구 - 학급교실의 구성 요소 분석 -

석민철,류호섭,Suk, Min-Chul,Rieu, Ho-Seoup 한국교육시설학회 2013 敎育施設 Vol.20 No.1

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.

초등학교 물리적 환경에 대한 교사의 인식 고찰

석민철,류호섭,Suk, Min-Chul,Rieu, Ho-Seoup 한국교육시설학회 2014 敎育施設 Vol.21 No.4

In general, teachers' perceptions on the physical environment of elementary school are related on the quality of education and school life. But, we don't have study what teachers think of their enviroment of school. This study analyzed elementary school teachers' satisfaction with overall physical environment and their assessment of spaces with specific functions in order to understand teachers' perception of the physical environment of elementary schools. A survey questionnaire was administered to 982 homeroom teachers working at 67 elementary schools located in Seoul and Busan. Teachers' satisfaction with physical environment of school and their assessment were analyzed comparatively according to the teachers' personal attributes and school conditions. 1) Most of the surveyed teachers were satisfied with overall physical environment of the school, and assessed high the substantiality of functional spaces indoor and outdoor. By sub-factor, however, their satisfaction with work environment was lower than that with education and living environment. 2) The teachers perceived that the optimal number of classes was 30~36, and this is probably because they were relatively accustomed to large scale schools. 3) As might be expected, negative assessments were more frequent among teachers working at a large-scale school, an old school, or a school with small outdoor spaces. The results of this study show that, though partially different according to region, gender, teaching experience and school condition, teachers' satisfaction with school environment was relatively high. This suggests that elementary school teachers perceive their current school environment positively. Because they are accustomed to traditional education methods that have been maintained.

물리적 환경 요인에 따른 공공도서관 영향력 분석

김백준(Kim, Baek-Jun),이유정(Lee, Yu Jeong),석민철(Suk, Min-Chul),이권형(Lee, Kweon-Hyoung) 대한건축학회 2023 대한건축학회 학술발표대회 논문집 Vol.43 No.2

The space of public libraries has been changed in the direction of supporting user satisfaction and various activities, focusing on the role of data preservation and education. However, unlike before, the use of space is not suitable to accommodate various needs, such as the disappearance or reduction of existing space to provide services and programs. In particular, a method of calculating the size according to the number of people within a certain range or calculating the size by referring to the average size of other nearby libraries was proposed. In this study, factors influencing the number of users were derived through the analysis of previous studies. The factors derived from previous studies are limited to the physical factors necessary to calculate the size at the pre-planning stage, so the influencing factors were supplemented and added to four categories: education, culture, commerce, and transportation facilities. As of 2019, statistical data from 33 public libraries in Busan were analyzed to collect data within 0-1km walking distance, and hierarchies were classified according to the number of visitors by region to derive influencing factors that affect visitors regardless of size. The analysis method was conducted in two ways through impact analysis and regression analysis according to the visitors award/middle/lower hierarchy. As a result of the study, factors influencing high school libraries such as the number of high school students, parks, and movie theaters were derived. Through the results of these studies, it is expected that a hypothesis can be established based on the physical factors of the Busan Library and used to establish a calculation formula for calculating the size of the public library in the future.