International Research Journal of Engineering and Technology (IRJET)
e-ISSN: 2395-0056
Volume: 11 Issue: 01 | Jan 2024
p-ISSN: 2395-0072
www.irjet.net
Assessment of outdoor spaces like corridors and courtyards in a school environment for occupant comfort Seema Thippeswamy Seema Thippeswamy* Associate Professor, BMS College of Architecture, Bull Temple Road, Bengaluru 19 Bull Temple Road, Bengaluru 560019, Karnataka, India ---------------------------------------------------------------------***--------------------------------------------------------------------Abstract - School environment, specifically the 1.INTRODUCTION architectural environment, is important to the child’s development. (Dudek, 2000). A thorough planning in creating a conducive social environment for learning is important to produce students with good potential. Basically, imparting education is a mere tool for producing professional individuals rather than good individuals academically, socially, culturally, and professionally who are capable of any challenge. Even when concern is expressed for the quality of the design of school facilities other than non-classroom spaces are often the least considered or are perceived only as places of secondary importance with no direct impact on the principal goals of schools (Catling, 2005). The research focuses on the relationship between the semi open school environment and the student’s behavior of three secondary schools in Pune. The findings suggest a clear relation between the physical environment and the comfort to the student behavior. By this study the relationship between the non-classroom areas like corridors, passages and courtyard spaces and the student comfort is understood well. Buildings are basically designed to keep the occupant comfortable although it is very subjective in nature, but the designed environment plays a role in occupant comfort. The variables or components which affect this designed environment are temperature, humidity, air velocity and daylight levels. The parameters used for the study are temperature, humidity, air velocity and lux levels and in an objective way the questionnaire survey is used. The learning environment as a physical environment expands from the classroom of a school building to include the outdoors and other purposeful learning places. The learning environment expands to cover both formal and informal learning places, and to integrate formal and informal learning. The design and planning of the school’s external environment should give more consideration on creating a conducive environment that could foster positive social behavior. The methodology for this study opts for qualitative and quantitative survey, wherein observation survey, measurements of parameters and questionnaire survey was undertaken. The analysis for the questionnaire survey was statistically analyzed to find out the inferences
A well-maintained and safe physical environment fosters students’ ability to learn, to show improved achievement scores, and to exhibit appropriate behavior. This study revealed that they did not open or close windows, or change desk positions of their own accord, but accepted their condition and the arrangement of their classroom. The study also showed that a high number of pupils reacted actively to discomfort; therefore being able to interact with their surroundings would enhance the wellbeing of both children and adults. (Guili, Carli, Martina , & Bella, December 2014) The study by (Pereira, Raimondo, Corgnati, & Manuel Gameiro da, June 2014) show us that Concerning indoor air quality, focusing on CO2 concentration levels, the perceived votes reveal students’ adaptation to the environment exposure. Another study by (Astolfi, Corgnati, & Verso, 2003) states about thermal comfort that slightly warm environments are preferred in comparison with environments corresponding to neutral thermal conditions and Visual comfort is to a large extent directly related to the quantity of light available inside the overall environment and in particular over task areas. The design and planning of the school’s external environment should give more consideration on creating a conducive environment that could foster positive social behavior. (Shuhana Shamsuddina, Hanim Bahauddin, & Norsiah Abd. Aziz, july 2012) An example of the change of emphasis is UNESCO’s definition of education for the twenty-first century through four pillars: learning to know; learning to do; learning to live together; and learning to be. This holistic approach underlines the close relationship between physical and intellectual well-being, and the close interplay of emotional and cognitive learning in making the best of the brain’s plasticity (see OECD 2007). According to Ash and Wells (2006), some researchers have recently begun applying learning theory based on classroom work to informal environments, and conversely research on participation in informal settings has advanced understanding of topical learning theories. The learning environment as a physical environment expands from classroom and school building to include the outdoors and other purposeful learning places, and to respond in a versatile way to the challenge of young
Key Words: Corridor, Courtyard, Daylight, School environment, Thermal comfort
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