디자인 프로브와 코디자인 워크숍을 활용한사용자 중심 공간디자인 사례연구

This study is a case study of the process of implementing a spatial class to collect design data from elementary school students as users in a spatial innovation project and applying it to school architecture. The researcher selected M Elementary School as a participating school, conducted design probes and co-design workshop classes, and collected and analyzed qualitative data on user needs. The researcher then explored the entire process of building a building that reflects the results as a case study. The following findings emerged from the research. First, the simultaneous application of co-design workshops, a form of spatial learning that takes into account the large number of people in a school and the characteristics of simultaneous classes, and design probes, an activity that collects in-depth information from individuals, work as a win-win tool that complements both methods. Second, the operation of spatial classes that combine design probes and co-design workshops is feasible through the cooperation of the entire school and the active community activities of teachers. Third, the Design Probe is meaningfully utilized as a data collection tool that enables a deeper understanding and empathy with primary school users, and is used as a tool to inspire architects as space designers. Fourth, if the co-design workshops allowed us to see the creative thought processes of students to extract design ideas, the probes allowed us to see the ontological and humanistic thought processes of discovering, understanding, and loving their spaces. Considering the results of the study, it is suggested that spatial education in schools should not only focus on the instrumental practicality of design, but also on the philosophical approach of aesthetic experience, expressive activity, and the humanities approach of recognizing ontological aspects and relationships.