جستجوی مقالات مرتبط با کلیدواژه « classroom » در نشریات گروه « هنر و معماری »

Non-visual lighting is a subject that has its roots in medical studies, and in recent years the importance of benefiting from it in the international field of architecture is prominent and growing. But the preliminary studies show little knowledge of this subject in the country's architecture studies. This research purpose is to explain the factors of non-visual lighting and the applications of some of them in architecture.This research first identified the effective design factors on non-visual lighting with a library study and a content review on the subject's background and the existing theoretical foundations, and then among these factors, investigated the effect of the color of the interior surfaces in the classroom model with simulation by ALFA software (a Rhino plugin for non-visual lighting analysis). Also, in this research, the view direction and the distance from the window were evaluated in a field experiment in a classroom by measuring with a spectrometer. In the end, the effect of these factors was measured by some non-visual illuminance indices such as melanopic equivalent illuminance (EML), melanopic equivalent daylight (D65) illuminance (M-EDI), and circadian stimulus (CS).A content review of the theoretical foundations shows that the parameters of the spectrum, intensity, timing, duration, direction, and the history of light for being effective in non-visual lighting are very different from those of known visual lighting. Among these factors, the investigation of the color of the surfaces, the direction of view, and the observer's distance from the window shows that the yellow and green colors, despite producing the necessary visual illuminance for 100% of the studied points in the space, are ineffective in generating sufficient some non-visual illuminance indicators for the entire space (provide standard EML for 90% and 81% of the space by green and yellow colors). The blue color also provides necessary visual illuminance and EML for approximately 72% and 96% of the studied points in the space, respectively, which has the lowest performance in creating sufficient visual illuminance. But, in providing EML in the selected studied points compared to green and yellow colors has better performance. White color is the most appropriate choice by providing 100% visual and non-visual lighting. Also, there is a significant difference in the amount of vertical non-visual illuminance received by the observer in the view direction towards the window compared to the view direction towards the board. The direction of the view facing the window and close to the window receive more non-visual effects of light. In the case of using south windows, it is necessary to take into account glare considerations.

Problem statement: 

Children are required to continuously experience and learn, and the space of classrooms should be able to govern the sensory and mental powers of students and improve their learning ability. The research question addresses the shape and design of the elementary classroom and its effect on the quality of teaching methods to determine the most appropriate one.

The study aims to investigate the current classroom environment of elementary schools and its influence on the quality of modern educational methods in Iran.

This is descriptive-analytical research using the content analysis method to analyze the data from library resources, and interviews from the field. The sample included four primary schools in Tehran during the years 2001–2021. The theoretical foundation of the study also points to the influence of spatial design and the shape of the classroom on teaching methods.

According to the results, the elementary classrooms in Iran during the years 2001-2021 have had square and rectangular shapes with vertical and linear directions; the teaching methods in these classes are mostly based on individual, lecture, and discussion methods, which among them, group discussion is considered as the most appropriate one. But unfortunately, due to the linear and axial position of tables, benches, and other equipment in elementary classrooms, this method is not often used by teachers, and the two other individual and lecture methods are more applicable. Moreover, classroom furniture, as one of the architectural components of the classroom, had a significant influence on education. Therefore, it can be concluded that the geometrical shape and the space layout of elementary school classes have a significant role in improving the quality of teaching methods to choose the best one.

The feeling of satisfaction with a space depends directly on the environmental factors of that space. Attention to environmental quality factors in the design of educational spaces has a great impact on student performance. Natural light, which is one of the environmental factors, also affects how students perform, and their physical health. In this research, with the help of simulation in Ecotect software version 2011, the amount of natural light in the interior of the classroom was investigated and in order to validate the calculated data, using a luxury meter to measure the amount of natural light in the classroom as The students' satisfaction with the amount of natural light inside the classroom was collected through a questionnaire and analyzed using SPSS software version 25. The results of this study indicate that between There is a strong correlation between the amount of natural light and the concentration, comfort and satisfaction of students in the classroom, and students prefer natural light to artificial light, and their focus and learning is more in natural light, which can be used in designing educational space. Schools to be considered.

 There is a hidden hierarchy connecting the physical, psychological, and behavioral environments. This hierarchy arises from the complete satisfaction of human needs, and the evolution of this hierarchy further guarantees the mental health of the individuals and society. This conceptchr('39')s importance lies in the fact that spaces with suitable and optimal conditions for the physical, mental, and emotional growth of children improve the physical and mental growth of the students. Primary schools are among the most important places where children are influenced and prepared to enter society and more complicated environments. This study is an interventional study. Studentschr('39') mental health is measured before coloring using the standard SDQ questionnaire (which is designed for assessing the studentschr('39') strengths and weaknesses; the parents form consists of 25 questions, and it has high validity and reliability). Goodman devised this questionnaire for respondents between the ages of 3 and 16 years. It comprises five subscales, namely emotional symptoms, conduct problems, hyperactivity/inattention, peer relationship problems, and prosaically behavior.

 The classrooms are classified into the following five color classes in an entirely similar fashion: blue, yellow, green, pink, and white. At the end of the academic year, i.e., about six months later, the mental health of the first and second-grade students in Mehr and Marefat primary schools (boys and girls schools) in Kerman was measured using the same SDQ questionnaire. The comparison of the posttest and pretest responses provided the following results.

The colors were ranked about their impacts on the studentschr('39') mental health using the TOPSIS technique. Based on the resulting Ci values, the following conclusions are drawn: colors blue, green, pink, yellow, and white have the highest impact in the order mentioned on the mental health of the students in Mehr and Marefat primary schools in Kerman. In other words, blue has the highest impact while white has the lowest impact on studentschr('39') mental health. The colors were then ranked concerning their impact on the female studentschr('39') mental health using TOPSIS technique. The following conclusions are also reached based on the resulting Ci values: colors green, blue, pink, yellow, and white have the highest impact on the mental health of the students in the Marefat primary school (girls) in Kerman in the order mentioned. In other words, green has the highest impact while white has the lowest impact on girlschr('39') mental health. Finally, the colors were ranked concerning their impact on the mental health of the male. Students using TOPSIS technique and the following conclusions are drawn based on the resulting Ci values: colors blue, green, pink, white, and yellow have the highest impact on the mental health of the students in the Mehr primary school (boys) in Kerman in the order mentioned. In other words, blue has the highest impact while yellow has the lowest impact on the boyschr('39') mental health.

 Studentschr('39') mental health was examined for dimensions (emotional symptoms, behavioral problems, hyperactivity symptoms, peer problems, and desirable social behaviors), and different results were obtained.

To achieve sustainable, low-energy buildings, it is required to further emphasize on accurate evaluation of daylight performance. To this end, over the last few years, researchers have considerably developed more advanced dynamic metrics to overcome the limitations of static metrics. Nowadays, Daylight Autonomy (DA) and Useful Daylight Illuminance (UDI) metrics and those metrics developed based on these two are the most well-known dynamic daylight performance metrics, which do not have the same credit in terms of efficiency among different experts. The present study aims to compare the abilities of these metrics to be used in evaluating daylight performance in educational buildings. To this end, a parametric analysis is performed through simulation in Grasshopper software using Ladybug and Honeybee plugins. This analysis is performed to show the relationship between UDI, sUDI, DA, sDA, cDA metrics by examining the effects of the variations of Window-to-Wall Ratio (WWR) on them in a typical Classroom of an elementary school in Tehran. The results show that the lack of a high limit for DA and DA-based metrics, i.e. sDA and cDA, eliminates their correlations with the components related to the occupant comfort. Among various daylight metrics, UDI, due to its correlation with glare and energy consumption, can indicate the propensity for the occurrence of occupant discomfort as well as the energy consumption. Also, among UDI-based metrics, sUDI needs to increase the density of sensor points in the grid to achieve the same accuracy as UDIavg, significantly increasing the computation time. Therefore, the UDIavg metric is more suitable to use for small spatial units where the number of sensors is quite limited.

Investigating the process of evacuating people from a space such as a stadium, theater, or classroom is very interesting not only for managers and relief organizations but also for designers and researchers in the field of architecture. In this study, the evacuation process of a classroom with 42 students in emergencies was investigated by computer-based simulation using the A* algorithm and the impact of three architectural variables including doors width, the number of exit doors and orientation of the class were compared with each other in twelve different scenarios. The results of this study showed that the greatest effect on decreasing evacuation time was related to the number of exit doors and the least effect was related to the class orientation. Further investigations revealed that the orientation of the classes had effected on decreasing the evacuation time when the density of the front doors was reduced by using the other architectural variables.

User-oriented change management in educational spaces will provide an opportunity to maintain productivity at an acceptable level through minimal time and capital. The current study attempted to enhance productivity in educational spaces. By a comparative analysis of student needs throughout the change management of school spaces, this paper explored what changes are essential to bring an educational space to desirable conditions, and whether the change priorities are identical for all students from different classes. In achieving these objectives, effort was made to adopt a hybrid model (quantitative - qualitative) to evaluate the physical elements of classroom space based on drawings received from a total of 150 female third-graders at 6 different classes in Ardabil, Iran. The results demonstrated that change priorities varied from the perspective of students from each classroom depending on their specific preferences. This emphasized the significance of individualistic attitude and decision-making on physical transformation of primary schools. In that light, it is crucial to focus on users of educational spaces throughout the change process, thereby to ensure each change will promote the quality of spaces and meet both user preferences and organizational productivity.

The purpose of this study was to investigate The effect of satisfaction from architectural quality of learning environments on the student success. To this end, the most important measures of student achievement were recognized through a survey. Then, investigate the relationship between academic achievement and spatial satisfaction according to third grade students’ comments as the main users of such learning spaces. The statistical population of the study at this stage included all third-grade primary school students in Ardabil; out of them, 2016 students were selected as the sample size based on cluster sampling method. According to the results obtained from confirmatory tables and correlational tests on 12 measures affecting qualities of learning spaces, it was observed that satisfaction with each quality of learning spaces had a significant relationship with students’ academic achievement. As well, satisfaction with the shape of the classroom was considered as a factor affecting academic achievement of students. Results from examining all measures indicated that satisfaction of students with classroom space was effective on their academic achievement.

In modern societies people spend over ninety percent of their time in indoor spaces. Children spending more time at school than any other building except at home evidences the importance of providing comfortable indoor thermal conditions in schools. Thermal comfort since has been related to productivity and wellbeing in schools has gained importance in recent years. Several studies have shown that the international comfort standards for buildings and the related prediction models report a warmer sensation than the occupants report especially in the case of naturally ventilated buildings in warm climates. Indoor Thermal comfort assessments provide valuable information for architectural design although the many parameters integrated in the process usually makes the assessments complicated. Thermal comfort in classrooms due to the specific activity levels and clothing of girl students due to regulations in Islamic countries as Iran and also limitations for adaptive behaviors is important and needs to be studied extensively. Not many research has been done in the field of thermal comfort in educational buildings especially in primary school in comparison to office buildings over the world and due to the contextual dependency of thermal comfort studies, results cannot be generalized. In this study microclimatic conditions including the air temperature, relative humidity, mean radiant temperature and air velocity were recorded with instruments following ISO7730 requirements over a school day in May2013 in two non-air conditioned classrooms with operable windows located on the north and south side of a new built primary school in Kashan, a city located in the hot and dry climate of Iran. Fanger’s indexes PMV and PPD were calculated based on the measured data every hour from 7:30 to 13:30. In addition to physical measurements, subjective assessment has been undertaken. Sixty 10-11 year old girl students were surveyed regarding their thermal sensation, overall comfort and thermal preference in the two classrooms three times by means of two questionnaires, one related to actual microclimatic conditions and one related to occupant-building interactions. The AMV and DISS indices were attained from questionnaires. In addition reactions to discomfort were observed and recorded over the class hours. Results have been compared with ISO7730 and ASHRAE 55 standards. Results indicate that the thermal conditions in the surveyed classrooms are almost unacceptable in total class hours in both of the classrooms and not within the comfort ranges provided by standards. Although the south classroom was about 1.5 ° warmer due to solar gain through windows during class hours. The difference emerged from PMV and the AMV (difference between the instrumental data and the questionnaire) highlighted the importance of thermal adaption of students in classrooms. Also the applicability of the adaptive comfort model was investigated by comparing the subjective responses derived from the survey with the equation used in the ASHRAE standard 55 and Heidar's comfort temperature equation derived from field studies in Kashan. It has been concluded that due to behavioral limitations students face for adapting with thermal conditions in classrooms architects should focus on design strategies for providing thermal comfort in classrooms.

Learning spaces are one of the most important spaces that greatly influence the children’s learning process as they spend considerable amount of their daily time inside these spaces. Among different types of learning spaces, both open and closed are of significant importance; in addition, the connection between these two complementary spaces is also an important factor. Connection between these two spaces depends on internal occupancy, different activities that take place inside the space and the level of dynamism and liveliness in these spaces. How the closed and open spaces in a school are connected to each other determines the arrangement of learning spaces. One of the most important spaces in a school are its classrooms; thus, since there are typically great number of classrooms in a school, therefore how the classrooms are connected to open spaces and also their overall arrangement plays a major role in designing spaces at schools. Design of learning spaces with emphasis on space arrangement is one of the approaches used in the design of learning space. Due to prevalence of two models (linear model and central yard model) during the evolution of Iranian school architecture, these two models have been investigated in this study among many other arrangements applied to school’s spaces. Furthermore, accomplishing the design principles for these models which determine connection type of classrooms with the open spaces has also been examined. Finally, efficient design models were proposed for these two arrangements. In order to obtain the principles relating to the efficient space connections and to study different space arrangements, rational reasoning method was employed. There are many types of exterior spaces in schools with different kinds of occupancy. Previous studies have only focused on importance of presence of exterior spaces beside internal leaning spaces in schools as well as importance of connection between internal and external spaces; however, no studies have ever mentioned the different types of internal and external spaces, their arrangements in relation to each other and their connection types with respect to each other. Also, no model has ever been developed for designing the space connection type, and its limits and boundaries. Since there are many possible ways to connect two spaces, a spectrum can be defined for different types of space connection which starts from perfect connection and ends with total disconnection. Connections between internal and external spaces in a school can also result in arrangement of learning spaces. Spatial school arrangement is one of the approaches for designing learning spaces and also various models have been proposed for spatial arrangement in schools. This article is an attempt to introduce an efficient model for connections between classroom and other external spaces in a school and make some suggestions for conventional spatial arrangements for Iranian schools. According to previous studies, external spaces in schools were classified into three spaces: external natural space, external learning space, external sport and social space. Based on design principles for learning spaces and arrangement of active and non-active (passive) spaces close to one another in schools, following three principals were introduced: 1) connection between school’s internal spaces and external natural spaces, 2) disconnection (separation) between internal space and external space with different function in terms of level of activity, such as connection between classroom and external sport and social spaces, 3) a state between total connection and disconnection (separation) between internal and external spaces with small difference in terms of crowdedness and activity as well as functional similarity between two spaces such as connection between classrooms and external learning spaces. Based on different existing space arrangements in schools and connection types between internal and external spaces in schools, two most common types of arrangement formed during the evolution of Iranian architecture were investigated according to the above mentioned connection principles in order to propose an efficient model for spatial arrangement based on these two models and take into account the three aforementioned principles. Therefore, these three connection principles can be applied to both arrangement models through devising an exterior green band around boundaries of the classrooms, placing learning balconies between the classrooms and external learning spaces, designing two separated yards (learning yard and sport and social activity yard) located at two opposite extremes of the school, and also providing access to external sport and social activity spaces via corridors behind the classrooms. Moreover, positive features of Iranian school architecture regarding to the connection between open and closed spaces, have been explained in the article as direct access from classrooms to learning yard, designing three types of closed and covered spaces within spatial arrangement, providing internal learning yards, importance of including porch in school plan and importance of yards as the heart of school’s activities have all been included into both of the arrangements.