TY  - BOOK
AU  - MUSA,Anas Jazuli
AU  - Supervisor: KURT,Sevinç
TI  - IMPLICATIONS OF BIOPHILIC DESIGN ELEMENTS IN HIGH SCHOOLS: : A CASE OF NICOSIA TURKISH HIGH SCHOOL
U1  - YL1758 
KW  - Architectural space
KW  - Biophilic design
KW  - Classroom design
KW  - Learning environment
N1  - Includes CD; Thesis (M.Arch) - CYPRUS INTERNATIONAL UNIVERSITY INSTITUTE OF GRADUATE STUDIES AND RESEARCH Department of Architecture; Includes REFERENCES: sheets 82-87; 1; CHAPTER ONE; 1; Introduction; 1; Background of study; 2; Statement of Problem; 3; Aims and Objectives; 4; Research Questions; 4; Methodology; 4; Scope and Limitations; 5; Summary of Thesis; 8; CHAPTER TWO; 8; LITERATURE REVIEW; 8; Introduction; 8; Biophilia definition and Biophilic Application; 10; The conception of Biophilic Design; 11; Biohilic design Attributes(The fourteen of biophic design); 13; Principles and Benefits of Biophilic Design; 14; Biophilic Design Considerations; 15; Nature; 17; Nature and Architecture; 18; Nature and School Design Relationship; 19; Nature Health Relationship: Psychology WellBeing, Physiology Wellbeing; 21`; High School Design and its Effect on Students; 23; Biophilic Design and the Learning Environment; 24; Use of Learning Environment; 24; Educational Space and School Design; 25; Biophilic Design in Educational Spaces; 27; CHAPTER THREE; 27; METHODOLOGY; 27; Research Design; 28; Research Procedures; 28; Observation; 28; Analysis : 14 Pattern of Biophilic Design; 31; In-Depth Interviews; 31; Site Selection Criteria; 31; Population of Study; 32; Data collection Procedure; 34; CHAPTER FOUR; 34; FINDINGS; 34; Nicosia Turkish High School Study; 35; Site Condition; 36; Networks and Connectivity; 38; Current Building Analysis; 41; Movement; 43; Space Quality; 43; Observation of The 14 Patterns of Biophilic Design in Nicosia Turkish High School; 43; Visual Connection with Nature; 47; Non-Rhythmic Sensory Stimuli; 45; Non-Visual Connection with Nature; 49; Thermal and Airflow Variability; 51; Presence of Water; 52; Dynamic & Diffused light; 54; Connection with Natural Systems; 55; Biomorphic Forms & Patterns; 56; Materials Connection with Nature; 58; Complexity & Order; 58; Prospect; 59; Refuge; 61; Mystery; 62; Risk and Peril; 65; Interviews; 65; Participation Selection Criteria; 65; Interview Analysis Technique; 66; Themes; 74; CHAPTER FIVE; 74; DISCUSSION, CONCLUSION AND RECCOMENDATIONS; 74; Introduction; 74; Discussions and Observation; 78; Discussion on Interviews; 79; Conclusion; 80; Recommendation; 82; REFERENCES; 88; APPENDIX; 88; APPENDIX A
N2  - ABSTRACT Today the complicated relationship concerning humans and nature provides a rich framework for research in the field of architecture, where architects and fellow stake holders must reassess that human structural relationship in terms of material and non-material components. Our fundamental act of dividing living spaces in to inside and outside is a way of understanding where humans belong in the built environment. Though this may be necessary for definition and limitation of human living spaces architecturally Man has historically expressed an interdependent connection to nature, with much of human consciousness coming from thoughtful evaluation of the natural world around. This unquestionable human reliance on the natural world significantly affects human physical, and psychological well-being therefore enhancing connectivity to nature becomes an integral part of architecture. This research uses the phenomenon of human interest towards nature via the basic principles of more natural design popularly known as biophilic design as a measure to explore the relationship of people between internal and external spaces of learning environments. Specifically it evaluates using mixed method and explanatory strategy the features and attributes of biophilic design in Nicosia Turkish high School as a case study. These characteristics are derived from the 14 patterns of Biophilic design proposed by Browning et. al (2014). The study explored students' experience of nature within the school compound's indoor and outdoor design features. The site visits were conducted over the fall of 2019. It includes data collected from two focus groups, semi-structured interviews of professionals, and critical observations of students. Using a combined strategy methodology, the research found out that the presence of biophilic design patterns provided students with an instrumental link between the presence of nature and the effect of learning and provided validation of the influence of nature on behavior and learning system of the school students in relation to their physical learning environment. Key words; Architectural space, outside; inside, biophilic design, biophilia, nature, place, classroom design, learning environment
ER  -