어포던스 이론 기반 초등학교 도서관에서의 아동 행태 특성 연구

Abstract

(Background) As the society of the future changes, schools are transforming from a place of imparting knowledge to a place of fostering creativity, sociality, and emotion necessary for the era of the 4th Industrial Revolution. Recently, spatial restructuring projects have been actively promoted in conjunction with the changing curriculum for existing schools. In addition, school libraries are transforming into spaces that support various activities appropriate for future education beyond the main functions of reading and borrowing in the past. (Purpose) Children have less spatial experience than adults and respond immediately to their environment. Therefore, this study aims to suggest affordances and directions be considered in elementary school library space planning that can support various behaviors depending on the environment while promoting children’s emotions. (Method) The school library space was first categorized as a research method based on a literature review, focusing on the affordance theory that induces children’s behavior. Second, children’s behavior observed in the school library was derived into four affordance types. Third, after questioning the derived type, the affordance elements and children’s behaviors that appeared by space were investigated through a survey. (Conclusion) As a result, the affordance was different depending on the type of space. Among the space types, various affordances were derived from the stepped reading space and the space with windows among the spatial components. In addition, children’s preference for spaces that induce these various affordances was the highest.