창의융합교육을 위한 물리적 환경에 대한 고찰-국내외 학교공간혁신 사례분석을 중심으로-

Abstract

Nowadays, due to low fertility index, South Korea is now facing the fact that the number of students tends to decrease while the number of unused classrooms tends to increase. In order to quickly respond to this curriculum for Cultivation of Future Talent, the spatial arrangement of the school space is changing. Recently, the Ministry of Education is in the process of applying various plans to create a suitable space for creative convergence education and creative education. Thus, this research has investigated a new aspect of space to support education of creative convergence education by examining theoretical researches on creative convergence education and the physical environment, as well as on changing domestic and foreign school space. About research methods, by referring prior researches and literature reviews, we focused on examining and analyzing the necessity of physical environment for creative convergence education as well as the relationship between elements of creative convergence education and spatial attributes to identify the characteristic elements of space for creative convergence education. Next, based on the four spatial characteristics of future school space innovation announced by the Ministry of Education, 5 domestic schools and 5 foreign schools were analyzed at the same time, the analyzed results have drawn three characteristics of the physical environment that support the creative convergence education. First, "multiple learning space" must be changed appropriately based on each learning program, user intent, personal learning style, social learning space and independent learning space also needs to be established simultaneously. Second, 'the convergence knowledge sharing space' is the place where different interdisciplinary knowledge exchanges take place and classrooms should not be directional and should be structured so that knowledge exchange can proceed smoothly by using system furniture that is combined by table, monitor, and blackboard. Third, ‘community connected space’ should be organized as learning space for the region by opening certain parts of the school for sustainable learning. In this way, the physical environment for creative convergence education prepares a variety of learning spaces to cope with reducing the number of students and increasing unused classes. In addition, learning spaces should be provided to the community so that learning connection can be made continuously.