Earticle

학습 환경은 단순한 교실 그 이상으로 학생들이 안전하다고 느끼고 지식을 공유하는데 도움을 받을 뿐만 아 니라 주변 환경에서 영감을 받을 수 있는 공간이다. 본 논문에서는 학습 공간 혁신을 통해 교사가 가르치는 방 식과 학생들의 수업 참여를 장려하고 탐구하며, 학생들 간의 커뮤니티 및 다양성을 지원하는 긍정적이고 건설적 인 피드백을 제공하여 학생들의 학습에 영향을 주는 수업 사례를 기술하였다. 수업은 2022년 3월부터 12월 초까 지 J교육대학교 1학년 신입생들을 대상으로 1년 동안 진행하였다. 1학기 수업은 교수자 중심과 학습자중심으로, 개별 프로젝트를 진행하였으며, 2학기 강의는 팀기반 학습자 중심 수업을 진행하였다. 이러한 수업을 통해 교사 와 학생간의 역할을 바꾸어 가는 과정을 경험하였다. 효과적인 학습 환경은 아름다운 공간 이상의 것임을 알 수 있었다. 학습 환경은 시간이 지남에 따라 변화해야 하며, 학생의 요구를 충족하기 위해 지속적으로 확장되어야 한다. 따라서 교사는 학습 환경을 지속적으로 최적화하여 학생들이 교육 목표를 달성하도록 도울 준비가 되어있어야 한다.

A learning environment is more than just a classroom. It’s a space in which students feel safe and shared in their pursuit of knowledge, as well as inspired by their surroundings. But there's more than just aesthetics at play in an effective learning environment. In this paper, we describe the way teachers teach through learning space innovation. They can help influence student learning by encouraging student engagement, exploring students' participation in class, and providing positive and constructive feedback that supports community among peers, and diversity. Classes were conducted for one year from March to early December 2022 for freshmen of J National University of Education, with individual projects centered on instructors and students in the first semester and team-based learner-centered classes in the second semester. Through these lessons, we experienced the process of changing roles between teachers and students. It was found that there’s more than just aesthetics an effective learning environments. The learning environment must change over time and can continue to expand to meet student needs, allowing teachers to continually optimize their learning environment to help students meet their educational goals.

This case study of six teachers of English as a Subject in Basis Education (ESBE) who fled Myanmar seeking refuge in Thailand provides valuable insights into the sociopolitical aspects of education and the impact of teaching in times of conflict and crisis. Using the lenses of Language Teacher Identity formation (LTI), Communities of Practice (CoP), and Assemblage Theory, this study explored the questions: How did the 2021 military coup in Myanmar impact the teachers' identity, agency, and pedagogy? What was their lived experience? How do these teachers envision their future and the future of education in Myanmar? To contextualize the study, the authors provide a brief background of the sociopolitical context of Myanmar, an overview of its educational systems and ESBE in Myanmar and the impact of the 2021 coup and the military’s brutal crackdown on teachers who protested it by joining the Civil Disobedience Movement (CDM). Findings reveal that despite the hardships, these teachers found agency through emerging and changing identities, demonstrated resistance through activism and improved pedagogy, and fostered resilience through participation in new and former communities. This study has implications for pedagogy for teaching in crisis, educational policy, and teacher education in the ASEAN region and beyond.

본 연구는 학습자의 능동적인 학습활동을 촉진하여 학습의 질을 제고하기 위해 설계된 ALC(Active learning classroom) 수업에 대한 학습자의 인식을 살펴보는 것을 목적으로 한다. 본 연구의 목적을 달성하기 위해 수도권 소재 A대학 71명의 학생(ALC 수업 43명, 일반교실 수업 28명)을 대상으로 설문조사를 실시하고, 교실 구성요소 간의 관계, 교수자의 수업전문성, 교실의 사회․문화적 환경, 심리․정서적 환경에 대한 인식을 비교하였다. 주요 연구 결과로는 첫째, ALC 수업 학생들은 교수․학습과 물리적 학습환경의 관계를 보다 긍정적으로 인식하는 것으로 나타났다. 둘째, ACL 수업 학생들은 ALC 환경을 능숙하게 다루는 측면에서의 교수자의 전문성을 긍정적으로 인식하는 것으로 나타났다. 셋째, ALC 수업 학생들은 교수자와의 비형식적 관계가 보다 촉진되었다고 인식하였으나 심리․정서적 측면에서의 만족도 및 몰입은 차이가 없는 것으로 나타났다. 본 연구는 새로운 학습공간 설계에 있어 교수․학습활동 운영을 위한 실제적인 시사 점을 제공할 것으로 기대한다.

The purpose of this study is to compare students’ perception shaped by two different university classrooms: Traditional Classroom and ALC(Active learning classroom). We conducted survey of 71 university students who were taught by an identical instructor using same pedagogy. The survey questionnaires asked respondents about their perceptions on teaching and learning and physical environments relations, teaching proficiency, social context, student satisfaction and immersion. The data was analyzed using Student’s T-test. The results showed that ALC group, compared to the traditional classroom group, demonstrated statistically higher awareness on teaching and learning and physical environments relations, teaching proficiency, and instructor-student unofficial relations. Based on these findings, implications and limitations of this study were discussed.

Today's education is being increasingly called upon to prepare 21st-century learners to have future competencies and skills that will enable them to thrive in an increasingly complex society. Concerns that existing education systems and approaches will not sufficiently nurture the talent of tomorrow have sparked a global movement for education reform. Through extensive literature review, this study examines the various directions of future education that can respond to changes in a future society dominated by uncertainty and identifies the value declared by future education. The study intended to find a design approach to build a learning space that supports various teaching and learning activities for future education. A critical analysis of Rosan Bosch's 6 design principles was conducted through the conceptual framework of an architectural design approach for future learning spaces. As a result of the study, implications for the incompleteness of informal learning spaces and suggestions for effective architectural design approaches for creating future learning spaces were presented.

Recently, it is common to see scenes for the youth to study in commercial cafes instead of traditionalreading rooms or libraries. Their preferred learning spaces are changing. It is a kind of emerging changes thathave occurred as the knowledge information age has matured. In this paper, we analyze several representativecases of the youth learning spaces in order to discover the change patterns and to determine whether they arein the right ways for the learning effectiveness. For this study, we utilize PST(Pedagogy, Space & Technology)framework to analyze the interrelationships among pedagogy, learning space and technology. The final purposeof our research is to propose learning space design patterns that are suitable for the youth in the knowledgeinformation age. Through case studies, characteristics of emerging learning spaces are analyzed in relation withPST framework. Although many youths are still studying in isolation, more youths are using many new styles oflearning such as online communication, activity based learning, collaborative learning, smart learning, etc., in theopen on and off line spaces. From this research, we discovered that the commercial spaces are changing in thedirection toward satisfying the needs of the youth, but that the public spaces are a bit slow in satisfying suchneeds.

According to the master plan of the Ministry of Education, Science and Technology, departmentalized class system will be extended to all general middle & high schools by 2014 with the exception only of those having less than 6 classes located in small cities in rural areas. Under departmentalized class system, according to class timetable, students need to move from classroom to another classroom and areas where homebases, lounges, media spaces, rest places, and etc. This study has been undertaken to provide architectural data required in planning for student & learning support space for schools operating departmentalized class system, by investigating and analyzing cases in use at schools operating the system in Chungbuk area. As departmentalized class system is increasingly introduced, student & learning support space should be understood newly as spaces indispensable for students.

When human communication is viewed as building and interpretation of mental spaces, differences of languages are reflection of differences of mental constructions in each language, and learning a second/foreign language is learning the differences of mental constructions. This paper examines the functions and meaning of transfer in L2 acquisition and its relation to mental space theory. In addition, through the investigation of the configurations of mental spaces with conditional statements in English and Korean, the synthetic consideration of second language acquisition sheds a light on the theory of language acquisition.

최근 학습자 중심 교육이 강조되면서, 학습자가 능동적으로 참여하고 상호작용할 수 있는 환경에 대한 관심이 높아지고 있다. 이에 따라 메타버스는 상호작용성과 구성 가능성이 높은 디지털 기반 학습공간으로 주목받고 있다. 본 연구는 이전 연구에서 개발된 학습자 중심 메타버스 학습 공간을 실제수업에 적용하고, 해당 공간이 학습자의 인지된 상호작용 및 인지된 학습성과에 미치는 영향을 실증적으로 분석하는 데 목적이 있다. 연구는 수도권 소재 4년제 대학 학부생 63명을 대상으로 진행되었으며, 일반 메타버스 학습 공간을 활용한 집단(n=31)과 학습자 중심 메타버스 학습 공간을 활용한 집단(n=32)으로 구성된 2집단 비교 설계를 바탕으로 하였다. 각 집단은 동일한 수업 내용을 4주간 경험하였으며, 사전․사후 설문조사를 통해 인지된 상호작용과 학습성과 수준을 측정하였다. 수집된 자료는 사전 수준을 공변량으로 통제한 단일변량 공분산분석(ANCOVA)을 통해 분석되었다. 분석 결과, 학습자 중심 메타버스 학습 공간을 활용한 집단이 일반 메타버스 공간을 활용한 집단보다 인지된 상호작용과 학습성과 수준 모두에서 유의미하게 높은 결과를 나타냈다. 개방형 응답 분석 결과에서도 역할 분담의 명확성, 실시간 상호작용 구조, 협업 기반 공간 설계 등이 학습자의 상호작용 경험과 학습성과 인식에 긍정적으로 작용한 것으로 나타났다. 이러한 결과는 학습 공간 설계가 학습자의 주관적인식에 실질적인 영향을 줄 수 있음을 보여준다. 본 연구는 디지털 전환 시대의 고등교육 환경에서학습자 중심 메타버스 학습 공간의 실천적 가능성과 교육 설계의 방향성을 제시한다.

As learner-centered education gains increasing emphasis, interest is growing in environments that promote active participation and interaction. Metaverse platforms, with their immersive and interactive characteristics, have emerged as promising digital learning spaces. This study aimed to empirically examine the effects of a learner-centered metaverse learning environment-previously developed and validated through design-based research-on learners’ perceived interaction and learning achievement. The participants were 63 undergraduate students from a four-year university in the Seoul metropolitan area, divided into two groups: one utilizing a general metaverse learning space (n=31) and the other using a learner-centered metaverse learning space (n=32). Over a four-week period, both groups engaged in the same instructional content. Pre- and post-surveys were administered to measure perceived interaction and learning achievement. Data were analyzed using one-way ANCOVA, controlling for pre-test scores as covariates. The results indicated that the group using the learner-centered metaverse environment reported significantly higher levels of perceived interaction and learning achievement than the group using the general metaverse environment. These findings suggest that structurally designed metaverse environments can enhance learners’ collaborative experiences and perceived learning outcomes. This study provides practical implications for the use of learner-centered metaverse learning environments in higher education, especially in the context of digital transformation in teaching and learning.

본 연구는 마을 공유공간과 우리동네 학습공간의 실태조사를 통해 상황을 파악하여 활성화 방안을 제시하고자 하였다. 연구를 위해 선행연구물과 문헌자료 분석, 마을 공유공간과 우리동네 학습공간 실태조사, 이해관계자 FGI, 전문가 자문을 활용하였다. 실태조사는 기초조사, 본조사, 검토 세 영역으로 총 7단계 절차에 따라 실시하고 결과를 분석하였다. 연구결과를 요약하면 다음과 같다. 5개 분야 중 중 문화예술시설이 가장 많고 그중에서도 공방이 다수 차지하였다. 둘째, 접근성이 좋은 소규모 공간에서 마을주민의 학습, 배움, 교육 활동이 실행되고 있었다. 셋째, 학습과 교육 활동 위주로 운영되나 전문적 관리가 되지 않고 있으며, 소수의 인원만이 사용하고 있었다. 넷째, 공간 홍보와 운영비가 주요 애로사항이었으며, 지원에 기반을 둔 프로그램 운영을 의견으로 제시하였다. 이후 연구결과를 토대로 활성화 방안을 제시하고 후속연구를 제안하였다.

This study was intended to suggest an activation plan by grasping the situation through a survey of the actual conditions of the village shared space and the learning space of the village. For the study, prior research and literature data analysis, a survey of the actual conditions of the village shared space and the learning space of the village, stakeholder FGI, and expert advice were used. The survey was conducted according to a total of 7 steps in three areas: basic survey, main survey, and review, and the results were analyzed. The research results are summarized as follows. Among the five fields, culture and arts facilities were the largest, and among them, workshops occupied the majority. Second, the learning, learning, and educational activities of villagers were being carried out in a small space with good accessibility. Third, it was operated mainly on learning and educational activities, but it was not managed professionally, and only a few people were using it. Fourth, space promotion and operating expenses were the main difficulties, and support-based program operation was presented as an opinion. After that, based on the research results, an activation plan was suggested and a follow-up study was proposed.

This article examines the learning spaces and lecture meetings of the Nosa School (蘆沙學派) in the Gangwoo (江右) region during Korea’s transitional modern period, focusing on the spatiality of knowledge production. Unlike previous research that mainly emphasized the intellectual content of the Nosa School, this article highlights the physical and social significance of the spaces where lectures and discussions were held. By analyzing key sites such as Sinan Jeongsa (新安精舍), Mueui Jeongsa (武夷精舍), Gyeonggang Jeongsa (敬岡精舍), and Agyangjeong (岳陽亭), along with related commemorative writings (記文), the article identifies the following findings. First, these learning spaces were not mere architectural facilities but symbolic sites for preserving Confucian traditions and ensuring academic continuity. Second, lecture meetings functioned as dynamic arenas of knowledge production, generating new interpretations and discourses that reflected contemporary concerns rather than simply reproducing classical teachings. Third, the learning spaces operated as open intellectual networks in which scholars from various schools, not only the Nosa School, actively participated. Fourth, beyond academic activities, these spaces embodied the cultural identity of local Confucian communities through rituals. In sum, the learning spaces of the Nosa School in the Gangwoo region served as complex loci that simultaneously enabled the transmission of scholarship and the reproduction of communal identity, thereby underscoring the importance of spatiality and regionality in the study of Korean Confucianism during the modern transition.

국어 학습 공간으로서의 교실 공간에 대해 성찰하는 이 논문은, 인간의 인식이 공간의 구성에 영향을 미치지만, 공간 역시 인간의 정체성 형성과 인간의 인식 및 행동에 영향을 미친다는 관점에 입각해 있다. 이러한 관점에 따라 먼저 운동장과 교사로 구분되고, 편복도에 사각형의 교실이 배치되는, 전형적인 학교와 교실 공간의 기원을 살펴보았다. 일제 강점기 근대식 건축에서 비롯된, 사각형의 교실이 60년대 이후 표준설계도에 따라 대거 지어졌고, 그 안에서의 집단 경험이 오늘날 우리들의 교육에 대한 생각과 상상력, 여러 제도 등에 영향을 미치고 있음을 확인했다. 교실 및 학교 공간을 혁신하고자 노력했지만, 아직까지도 표준설계도로 상징되는 공간의 획일성과 공장이나 작업장에서의 노동에 비유되는 교육관과 관행 등으로부터 자유롭지 못하다는 점 또한 확인했다. 이 연구에서는 국어 교실이 공장이나 연극 무대가 아니라 실제적인 국어 활동의 장이자 의미가 충만한 삶의 공간이어야 한다고 주장하였다. 국어 교실이 ‘삶의 공간’이어야 한다는 말은, 교실 자체가 여러 행위와 사건, 상호작용이 일어나는 삶의 공간이자 동시에 교실 또한 세계 안에 있는 공간이자 세계 속에 있는 학습 공간임을 인식해야 한다는 말이다. 또한 학생들을 교실이나 학교를 포함하여 나름의 세계 안에서 각자의 삶을 영위하며 살아가는 존재로 바라보고, 국어 학습 공간에 대한 생각과 상상력을 확장해야 한다고 주장하였다. 구체적으로 ‘진짜 문제’를 통해 국어교육 영역이나 교과, 학교 안과 바깥의 경계를 넘어설 것을 제안했다. 국어 학습 공간의 복수성과 다층성에 대한 인정과 경계 허물기는 국어교육 연구자나 실천가들이 ‘교과’를 벗어나 더 넓은 진짜 세상을 볼 수 있을 때 가능하다. 교사가 스스로를 학교에서 국어 교과나 국어과 교육과정을 가르치는 사람이 아니라, ‘세상 속에서’ ‘학생들과 함께’ 세상의 문제에 대해 생각하고 세상의 변화를 도모하는 사람이라고 인식할 때 가능한 것이다. 그런 점에서 국어 학습 공간으로서의 교실을 혁신하는 문제는 우리들의 생각과 오랜 관행을 바꾸는 일이라고 할 수 있다.

This study reflects on the classroom as Korean language learning space based on the perspective that although human cognition influences the configuration of a space, the space itself affects human identity formation, cognition, and behavior. Following this perspective, we first examine the origins of typical school and classroom spaces, distinguished by playgrounds, teaching buildings, and rectangular classrooms arranged according to uniformity, the latter originating from modern architecture during the Japanese colonial period and were built en masse after the 1960s according to standard design drawings. The results indicate that the collective experience within these spaces has influenced our current thoughts, imaginations, and various educational systems. Moreover, we discover the difficulty in innovating classroom and school spaces that are still bound by the uniformity, symbolized by standard design drawings and educational views and practices akin to factory or workshop labor. This study argues that the Korean language classroom should not be a factory or a theatrical stage but a realistic space for Korean language activities and a meaningful “space for life.” This means recognizing that the classroom itself is a life space where various actions, events, and interactions occur, and that the classroom is a learning space both in school and in the world. There is a need to expand thoughts and imagination regarding Korean language learning spaces, viewing students as beings who live their lives within their own worlds, including classrooms and schools. Specifically, we propose transcending the boundaries of Korean language education areas, subjects, and inside and outside the school through “real problems.” Recognizing the plurality and complexity of spaces for learning Korean language and breaking down boundaries is possible when researchers and educational practitioners step outside the “subject” and see the broader, real world. It becomes feasible when teachers perceive themselves not merely as individuals teaching Korean language or its curriculum in schools but also as people who, “in the world, together with their students,” consider global issues and strive for transformation. In this respect, innovating the classroom as a space for learning the Korean language is a matter of changing our thoughts and long-standing practices.

This study aims to determine adolescents' emotional response and preferences for varying interior designs of learning spaces available at community facilities in apartment across Seoul. In particular, the subjects have been fragmented by gender and age for comparative analysis of emotional responses across different demographics of adolescents. A survey on the preferred designs of learning spaces in community facilities revealed that 'elegant,' 'cheerful,' and 'temperate' are the three main emotional words selected for image tool development. Emotional assessment verified the validity of these terms. Between the two genders, adolescent males preferred 'temperate' images more while adolescent females preferred 'cheerful.' In terms of the design of learning space, adolescent females deemed the interior atmosphere and area space to be the most important factors, while adolescent males pointed to the color of furniture and lighting to be the most important. Such results imply that there is a clear difference of emotional response between adolescent males and females. The results also imply that different atmospheres and design priorities must be considered when designing gender-specific spaces.

이 연구의 목적은 교사들의 학습공간과 그 안에서 이루어지는 지식공유 활동의 특성을 탐색하는 것이다. 이를 위해 5개의 교사학습모임을 대상으로 사례연구를 수행하였다. 주요 연구결과는 다음과 같다. 첫째, 교사학습모임은 학교 안과 밖의 다양한 공간을 학습의 장으로 이용하고 있었고, ‘베이스캠프(basecamp)’ 역할을 하는 공간에서는 주로 정기모임과 전문성 함양을 위한 학습이 이루어졌다. 둘째, 교사학습모임은 여러 학교 교사로 이루어진 모임과 같은 학교 교사로 이루어진 모임으로 나뉘는데, 두 유형모두 한 공간 안에 모여 학습하게 된 계기는 한 명의 리더 교사에 의해 마련되었다. 셋째, 결성 당시에는 ‘같은 학교 교사학습모임’이었으나 교사 전보로 인해 ‘여러 학교 교사들로 이루어진 학습모임’으로변하게 된 경우, 학습공간 마련에 어려움을 겪었다. 넷째, 교사들이 업무공간 안에서 일상적으로 학습모임 활동을 한 경우, 수업개선, 학생지도, 교육과정운영 등에 관한 지식이 생산·공유되고 교육현장에 적용되었다. 이러한 연구결과를 근거로 교사의 학습공간과 지식공유에 관한 논의와 함의를 제시하였다.

This paper analyzed the learning spaces and the knowledge sharing activities in teacher learningcommunities. Results were compiled via qualitative data obtained through direct observation, interviews,and an analysis of materials involved in the sampled five teacher learning communities. Themain findings are as follows. First, teacher learning communities conducted their activities in manydifferent spaces but regular meetings and professional development workshops were held in a specialspace, which is similar to a ‘base-camp’. Second, teacher learning communities were dividedinto two types; teachers working at the same school and teachers from different schools. However,a leader played an important role in the original formation of both types of communities. Third,communities that consisted of teachers from different schools, which had originally consisted ofteachers working at the same school, had difficulty in getting their own learning space. Fourth, inthe case of teacher learning communities that shared knowledge between colleagues in their dailyoccurrences, there was an effect on knowledge creating, knowledge sharing and application ofteaching, guiding students, curriculum implementation. A discussion of the results and their implicationson teacher’s learning space and knowledge sharing is included in this paper.

목적 본 연구는 공간이 생산된다고 주장한 Lefebvre의 관점을 활용해서 사회적 공간의 획일화에 대한 자율적 저항이라는 문제의식 위에 학습공간 참여자의 경험을 이해하려는 시도이다. 연구문제는 첫째, 참여자가 경험한 학습공간의 의미는 무엇인가? 둘째, 참여 자의 학습공간 경험은 사회적으로 어떤 의미와 영향을 갖는가? 셋째, 참여자의 학습공간 경험은 어떤 평생교육적 의미가 있는가?로 정하였다. 방법 연구참여자는 연구자와 같은 지역에 살고 있는 3명과, 연구자가 근무하는 기관의 프로그램 참여자 3명으로 구성하여 2022년 10월부터 2023년 8월까지 진행하였다. 연구자는 연구참여자들과의 선이해로 연구 변질을 가져오지 않기 위해 평생교육전공 박사 와 현장전문가에게 검토를 받으며 자료 분석과 해석과정을 수행하였다. 결과 연구결과 첫째, 참여자들은 학습공간에서 미루었던 학습기회를 가질 수 있었고 이를 통해 배움 자체의 즐거움을 경험하였다. 둘째, 참여자들은 학습공간에 참여하면서 지역주민들에게 학습을 촉구하여 사회적 변화의 뿌리가 되도록 도왔다. 셋째, 참여자들은 학습공간에서 다른 학습자와 상호작용을 통해 활력을 얻었고, 지속적인 경험을 통하여 평생학습 가능성을 제공하였다. 결론 평생학습의 확대로 만들어진 학습공간이 다른 사람과의 상호작용으로 또 다른 학습공간으로 재탄생됨을 밝혔다. 이를 통해 학습은 특정 공간뿐만 아니라 일상 곳곳에서도 이루어지며, 학습공간은 개인과 지역사회에 긍정적인 영향을 미칠 수 있는 잠재력이 있음을 내포하고 있다.

Objectives This study attempts to understand the experiences of participants in learning spaces based on Lefebvre's perspective, which claims that space is produced, focusing on the problem of autonomous resistance against the homogenization of social space. The research questions are: Firstly, what is the meaning of the learning spaces experienced by the participants? Secondly, what social significance and impact do the participants' experiences in learning spaces have? Thirdly, what are the lifelong educational implications of participants' experiences in learning spaces? Methods The study participants consisted of three individuals living in the same area as the researcher and three participants from programs at the institution where the researcher works. The study was conducted from October 2022 to August 2023. To prevent any bias that might arise from the researcher's prior understanding of the participants, the researcher sought the review of a doctoral expert in lifelong education and a field specialist during the data analysis and interpretation process. Results The research findings are as follows: Firstly, participants were able to experience the joy of learning by having learning opportunities they had postponed in the learning space. Secondly, through their participation in the learning space, participants encouraged learning among local residents, contributing to the roots of social change. Thirdly, the learning space provided vitality through interaction with other participants and offered the potential for lifelong learning through continuous experiences. Conclusions It was revealed that the learning space created through the expansion of lifelong learning was reborn as another learning space through interaction with other people. Through this, learning takes place not only in specific spaces but also in everyday life, and learning spaces have the potential to have a positive impact on individuals and the community.

본고는 근대 전환기 강우 지역 지식인들이 남명 강학 공간(산해정·뇌룡정·산천재)에서 유생 교육을 위해 개최한 강회를 대상으로 그 전개 양상과 특징을 분석하고, 문화사적 의의를 고찰한 것이다. 근대 전환기의 강우 지역 지식인들은 南冥 曺植을 유림의 사표로 존숭하며, 그의 강학 공간을 도학이 구현되는 장으로 인식하였다. 또한 이곳에서 강회를 열어 유생들에게 남명의 학문을 가르치고 지역 학풍을 진작시켰다. 강회의 전개 양상은 크게 세 가지로 요약된다. 첫째, 산해정에서 ｢대학팔조가｣ 를 낭송하고 산천재의 ｢사성현도｣ 에 참배하는 등 남명의 행적을 모방하여 남명학 계승 의식을 내면화하고자 하였다. 둘째, 節目을 제정해 강회 규정을 엄격히 하고, 재정 운영의 투명성을 강조하여 인재 양성을 위한 강회의 지속을 도모하였다. 셋째, 외세 침략과 유학 붕괴의 위기 속에서 열린 강회는 절의 정신을 바탕으로 讀書種子를 양성하고, 유학 수호 의식을 표출하는 장이 되었다. 이처럼 남명 강학 공간에서 거행된 강회는 남명학 계승 의지를 드러내고 강우 지역 학문의 정체성을 확립하는 토대가 되었다. 또한 시대적 위기 속에서도 인재를 길러 유학을 수호하려는 의식이 반영되어 있었다. 이를 통해 강우 지역 지식인들은 남명 정신의 계승을 더욱 굳건히 하였으며, 이 지역 고유의 학문적 정체성을 확립할 수 있었다. 그 성과는 오늘날까지 이어져 ‘남명학’이라는 꽃을 피우게 되었다.

This study examines the development, characteristics, and cultural-historical significance of collective Learning held by scholars of the Gang’u region during the transitional period to modernity. These gatherings took place in Nammyeong Jo Sik’s (Nammyeong) lecture spaces?Sanhaejeong, Noeryongjeong, and Sancheonjae?and served as venues for educating local Confucian students. During this period, the intellectuals of the Gang’u region revered Nammyeong Jo Sik as the moral exemplar of the Confucian community and regarded his lecture spaces as places where Confucian learning was realized in practice. They organized collective Learning in these spaces to transmit Nammyeong’s teachings and to revitalize the scholarly tradition of the region. The development of these collective Learning can be summarized in three aspects. First, by reciting “Daehakpaljoga” at Sanhaejeong and performing rites of reverence before the “Saseonghyondo” at Sancheonjae, they sought to internalize the spirit of Nammyeong and the consciousness of succession to his learning. Second, by establishing detailed regulations (jeolmok) and ensuring transparent financial management, they aimed to sustain these gatherings as institutions for cultivating moral and intellectual talent. Third, amid the national crisis of foreign invasion and the decline of Confucianism, these collective Learning became arenas for expressing loyalty to Confucian principles and nurturing future scholars grounded in moral integrity. Through such practices, the collective Learning held in Nammyeong’s lecture spaces revealed the strong will to inherit Nammyeong’s thought and laid the foundation for establishing the intellectual identity of the Gang’u region. Even amid historical upheaval, the region’s scholars continued to cultivate students and safeguard Confucian values, thereby reinforcing the legacy of Nammyeong’s spirit. This enduring tradition ultimately enabled the full flowering of “Nammyeong Studies” (Nammyeonghak) that continues to this day.

최근 지속가능한 학교환경과 변화하는 21세기 교수-학습 방법에 대한 관심이 결합되면서 학교의 물리적 환경 개선을 통하여 교육의 질을 담보하려는 노력이 국내외에서 활발해지고 있다. 본 연구는 2009년부터 연방정부 정책으로 실시되고 있는 Building the Education Revolution(BER) 프로젝트를 비롯하여 다양한 형태의 학습공간 개선 사업이 진행되고 있는 호주의 사례를 분석하였다. 이 분석은 연구자가 호주 3개 주의 14개 학교를 직접 방문하여 수집한 이미지, 문서, 인터뷰 자료를 근간으로 하였으며, 학습공간 디자인의 특징, 디자인의 과정 그리고 학습공간 변화가 교수-학습 활동에 미치는 영향이라는 세 가지 주제를 중심으로 이루어졌다. 연구결과, 호주사회가 전망하는 21세기 학습공간 디자인은 유연하고 열린 커뮤니티를 지향하며, 실내 인테리어와 가구를 통합적으로 고려하고, 건물의 내부와 외부의 연결성을 강조하고, 지속가능한 환경을 고려하며, 주거공간으로써의 쾌적함을 반영하는 것으로 나타났다. 디자인의 과정은 공립학교(관주도형), 가톨릭학교(중재형), 사립학교(학교주도형) 별로 교사와 학생의 참여에 있어 다양한 양상을 보였다. 또한 학교 내의 학습공간 디자인은 교사의 교수활동, 교장의 전문적 리더십, 교육과정과의 연계, 학생 학습활동의 흐름, 학습시간 등의 주제와 관련이 있는 것으로 나타났다.

Increasing attention has been given to innovation in school spaces lately on the basis of the discussion of a sustainable school environment along with 21st century teaching and learning. This study aims to analyze selected cases of schools in Australia, as they have been innovating in school learning spaces since the Building the Education Revolution (BER) project in 2009. The analysis was based on data,?including documents, images, and interview scripts?collected during a visit to 14 schools across 3 states from May to July in 2010. The three main questions raised in the study were concerned with the design principles applied to school spaces newly built, the design process and the impacts of the space innovations on students and teachers. The results of the study revealed the following: 1) the design of school spaces centered around the idea of flexible, open, and community, 2) considering interior design and furniture along with building architecture, 3) emphasizing the connection between the inside and the outside of the building, 4) seriously considering the issue of sustainable environment, and 5) making schools more feeling like home. The design processes varied according to the type of schools (government, Catholic and private schools) in terms of the degree of participation from students and teachers. The study also identified that the design of school spaces can significantly impact the areas of curriculum design, the flow of student learning, and the timetable when supported by professional leadership on the part of teachers and school principals.

· 연구 주제: 공공 평생교육기관의 학습공간 조성 상황이 무엇인지 살펴보고 이에 대응해 나가는 과정에서 나타난 학습공간의 기능과 역할을 탐색해 보고자 한다. · 연구 배경: 평생학습의 본질을 구현하는 학습자가 중심이 되는 학습공간 구성에 대한 평생교육 현장 실천 사례 분석을 통한 방향 모색이 필요한 시점이다. · 선행연구와의 차이점: 학습공간에 대한 연구는 학령기 아동을 대상으로 하는 학교공간의 재구성에 대해 상대적으로 많은 연구가 진행되었으며 평생학습 공간의 변화와 특성에 대한 연구는 미비한 실정이다. · 연구방법: 2년 이상 공공 평생교육기관 경험을 가진 성인학습자 7명을 대상으로 사례연구를 실시하였다. 참여관찰 및 반구조화된 질문지를 활용하여 심층면담을 실시하였으며, 수집한 자료를 주제분석기법을 통해 분석하였다. · 연구결과: 학습자들은 새로운 학습공간 조성 환경 속에서 이를 해결하기 위한 대안을 모색하고 실행하는 과정을 통해 학습자 친화적 학습공간을 재구성하고 공간의 역할을 형성하고 나갔다. 이러한 경험을 바탕으로 학습자들은 학습공간에 대해 ‘환대의 분위기로 채워지는 새로배움×서로배움의 장’, ‘모두를 위한 공공의 거실’, ‘느슨한 연대로 연결된 공동체적 상호돌봄의 장’으로서 의미를 부여하고 있었다. · 공헌점 및 기대효과: 평생교육 학습공간 변화의 필요성을 인식하고 그에 대한 대응으로서 학습자 중심 학습공간 구성 및 공간 운영에 대한 방향을 제시하였다.

· Research topics: This study aims to examine the current state of learning space development in public lifelong education institution and to explore the functions and roles of these learning spaces as they emerge through the process of responding to that development. · Research background: There is a growing need to explore new directions by analyzing practical cases from the field of lifelong education regarding the construction of learner-centered learning spaces that embody the essence of lifelong learning. · Differences from prior research: While previous research on learning spaces has predominantly focused on the reconfiguration of school spaces for school-aged children, studies addressing the changes and characteristics of lifelong learning spaces remain insufficient. · Research method: A case study was conducted with seven adult learners who had more than two years of experience at a public lifelong education institution. Participant observation and in-depth interviews using semi-structured questionnaires were conducted and the collected data were analyzed using thematic analysis techniques. · Research results: In the context of newly created learning spaces, learners sought and implemented alternatives to address emerging challenges, thereby reconstructing learner-friendly learning spaces and shaping the roles of these spaces. Based on these experiences, learners began to ascribe meaning to these spaces as ‘a place of new and mutual learning filled with a sense of hospitality’, ‘a public living room for all’, and ‘a space of mutual care connected through loose ties of solidarity’. · Contribution points and expected effects: This study recognized the need for change in lifelong education learning spaces and suggested directions for the constructing and operating of learner-friendly learning spaces in response.

The purpose of this study is to make interior environment which can support the education effectively through acceptance of the requirements of users about the environmental factors of learning spaces for the visually impaired students. For them, researcher investigated the literature cited and did the field survey. And also, this researcher analyzed user's satisfaction extent for structure, design, and technical environment factors by the evaluation elements. On the basis of the result of analysis, Two rooms which had big problems for physical environment were selected. And then the design recommendations focusing on environmental factors - circulation, furniture arrangement, colour, lighting etc. - were proposed by this researcher on the basis of space user's requriement.

본 연구는 공공 문화공간에서 이루어지는 ESG 기반 사회참여디자인 학습 경험의 교육적 가능성을 탐색하기 위하여 DDP 참여형 미로 프로그램 「지구 히어로」 사례를 중심으로 수행되었다. 기존 유아 및 초등 저학년 대상 환경교육이 설명 중심의 지식 전달이나 단발성 만들기 활동만으로는 충분히 다루기 어려운 영역에 주목하여, 본 연구는 공간·서사·신체 활동이 결합된 체험형 환경교육 모델을 제안하였다. 연구 방법으로는 프로그램에 참여한 아동 및 학부모의 학습 경험을 다각도로 살펴보기 위해, 영상 분석과 포스트잇 자료 분석, 사후 설문조사를 함께 실시하였다. 연구 결과, 참여자들은 미로형 공간 안에서 높은 공간 기반 몰입과 정서적 공감을 경험하였으며, 하키채를 활용한 플로깅 활동 등 신체 활동 기반 참여 과정에서 적극적인 행동 참여와 실천 효능감을 보였다. 또한, 포스트잇 활동 분석에서는 환경 보호에 대한 깊은 공감 표현과 주체적인 실천 다짐이 도출되었고, 학부모 설문 및 자유 서술에서는 물 절약, 종이 아껴 쓰기, 쓰레기 줍기 등 프로그램 이후 가정 내 실질적인 행동 변화 사례가 확인되었다. 이러한 결과는 공공 문화공간 기반의 체험형 환경교육이 아동의 환경 감수성과 지속가능한 실천 의지 형성에 긍정적으로 작용할 수 있음을 실증한다. 결론적으로 본 연구는 공공 체험공간을 활용한 열린 학습 환경 기반 환경교육의 대안적 모델과 가능성을 제시하였다는 점에서 학술적·실천적 의의를 지닌다.

This study explored the educational potential of ESG-based socially engaged design learning experiences in public experiential spaces through the case of the participatory maze program "Earth Hero" at Dongdaemun Design Plaza (DDP) in Seoul, South Korea. Noting the aspects of environmental education for young children that knowledge-centered instruction or one-time craft activities alone cannot fully address, this study proposed an experiential model integrating space, narrative, and physical activity. Both children's and parents' learning experiences were examined through video analysis, Post-it note analysis, and post-program surveys. The findings revealed that participants experienced high levels of space-based immersion and emotional empathy within the maze, and demonstrated active behavioral engagement and enhanced action efficacy through physical activity-based participation such as a hockey-assisted plogging mission. Post-it responses showed empathy and autonomous commitments toward environmental protection, and parent surveys confirmed tangible behavioral changes at home, including water conservation, saving paper, and picking up trash. These results suggest that environmental education based on public experiential spaces can positively influence children's environmental sensitivity and sustainable commitment to action. This study presents an alternative model of environmental education that utilizes public experiential spaces primarily as open learning environments.

This paper examines the learning process of a Korean virologist Ho Wang Lee. He is a medical scientist, who discovered the Hantaan virus, known to cause epidemic hemorrhagic fever, for the first time in the world. He achieved international research results amid poor research conditions in Korea. How did he manage to achieve this? To answer this question, this paper will present his learning experience as a budding medical researcher. During the course of his studies, he experienced several shifts in learning space, which had had some influence on his research activities. First, he was able to absorb advanced research skills by studying abroad. He studied at the College of Medicine, Seoul National University, where he was responsible for making sterile culture medium. He then went on to the University of Minnesota, where he was exposed to a new field of virology. Second, Lee was able to construct a network of international researchers through his movement abroad. Scherer, who was his academic advisor at the University of Minnesota, continued to stay in touch with Lee after he graduated, helping him with various aspects of his research activities back home. Third, he had an opportunity to explore cutting-edge research topics with colleagues in developed countries. Lee's contact with peers in the United States allowed him to utilize a new experimental material, the porcine kidney cell, as a culture medium of the Japanese Encephalitis virus.