Document Type : Original Research Paper
Architecture Faculty, Shahid Rajaee Teacher Training University (SRTTU). Tehran. Iran
Physical factors of schools are one of important subjects in improving the quality of students' education and learning. Inappropriate environmental conditions in schools and lack of coordination with the surrounding environment, causes more attention to environmental comfort. The main aim of this study is to evaluate the environmental standards of comfort and presenting strategies for improving the quality of schools framework based on students' learning. The survey research method was used and the studied population are two groups. The first group is expert architectures and psychologist of Tehran Universities; and the second group is chosen from art high schools teachers in Zahedan city in the academic year of 2015-2016. Expert group who were interviewed, including 12 people (By Delfi1 Method) and the second group consisted of 310 subjects. The researchers extracted effective variables through library investigations and interviews with professors and professionals. In the next stage, the obtained variables were analyzed and after confirming the reliability and validity of the questionnaire, it was used to assess the sample’s point of view. The SPSS analysis shows that main factors respectively as: usage of natural light, , reduce noise pollution, temperature control, appropriate windows and air are the most important factors affecting the environmental comfort in learning spaces and they affects the quality of students' learning. In previous researches researchers mainly consider the effect of light, temperature, noise and air condition. In some cases they consider the effect of one of the factors on learning; and it was the criteria for evaluating the students’ score. But in this research the researchers evaluate the effects of five environmental factor on learning. Finally, the research findings have been formulated as the design principles of schools in order to enhance users’ learning.
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