교육 공간으로서 학교 공간, 자연 공간, 가상 공간의 융합 공간 연구

Abstract

Objectives The purpose of this study is to study the convergence space of school space, natural space, and virtual space as an educational space focused on the Lefebvre's spatial theory.
 Methods In this study, Lefebvre's spatial theory was selected as the analysis framework and the collected data were analyzed focusing on the spatial practice, spatial representation, and reproduction space of the Lefebvre's spatial theory.
 Results First, the characteristics and limitations of school space as a recent educational space are as follows. The characteristics of school space are the space where control of education and learner's autonomy coexist in the context of spatial practice, the space where the government led of education and the initiative of the learner coexist in the context of spatial representation, and the space where the knowledge transfer of education and learner's activity coexist in the context of reproduction space. The limitations of school space were found to identify school space as a specific physical space, the influence of the educational system on school space, and to limit the members of school space to teachers and students. Second, the characteristics and possibilities of natural space and virtual space as an alternative educational space are as follows. The characteristics of natural space and virtual space appeared as a space of motivation for learning from the spatial practice, a learning space of community from the spatial representation, and a learning space of interaction from the reproduction space. The possibilities of natural space and virtual space appeared as new educational spaces from the spatial practice, the possibility of qualitative improvement from the reproduction space, and the possibility of participation of various educational members from the reproduction space. Third, the characteristics and directions of the convergence space of school space, natural space, and virtual space as a future educational space are as follows. The characteristics of the convergence space are a curious learning space through the physical connection of education space and learning spaces from the spatial practice, a self-directed learning space through the systematic connection of education space and learning spaces from the spatial representation, and a creative experiential learning space through experiential connection of education space and learning spaces from the reproduction space. The direction of the convergence space appeared as a space of restoration of relationships for coexistence as a historical space.
 Conclusions First, a discourse centered on learners and instructors is required in the process of constructing a convergence space of school space, natural space, and virtual space in the educational field. Second, the establishment of policies is required in the process of applying the convergence space of school space, natural space, and cyberspace in the educational field. Third, the development of curriculum and education methods is required in the process of applying the convergence space of school space, natural space, and cyberspace in the educational field.