| 000 | 06649nam a22011897a 4500 | ||
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| 003 | KOHA_MİRAKIL | ||
| 005 | 20221103135314.0 | ||
| 008 | 201006b cy ||||| |||| 00| 0 eng d | ||
| 040 |
_aCY-NiCIU _beng _cCY-NiCIU _erda |
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| 041 | _ceng | ||
| 082 |
_aYL1758 _bMUS 2020 |
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| 100 | 1 | _aMUSA, Anas Jazuli | |
| 245 | 1 | 0 |
_aIMPLICATIONS OF BIOPHILIC DESIGN ELEMENTS IN HIGH SCHOOLS: _bA CASE OF NICOSIA TURKISH HIGH SCHOOL/ _cAnas Jazuli MUSA; Supervisor: Sevinç KURT |
| 300 |
_asheets IX, 89; _bfigures, tables, illustrations, _c30.5 cm _eCD. |
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| 336 |
_2rdacontent _atext _btxt |
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| 337 |
_2rdamedia _aunmediated _bn |
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| 338 |
_2rdacarrier _avolume _bnc |
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| 500 | _aIncludes CD | ||
| 502 | _aThesis (M.Arch) - CYPRUS INTERNATIONAL UNIVERSITY INSTITUTE OF GRADUATE STUDIES AND RESEARCH Department of Architecture | ||
| 504 | _aIncludes REFERENCES: sheets 82-87 | ||
| 520 | _aABSTRACT 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 | ||
| 650 | 0 | 0 | _aArchitectural space |
| 650 | 0 | 0 | _aBiophilic design |
| 650 | 0 | 0 | _aClassroom design |
| 650 | 0 | 0 | _aLearning environment |
| 700 | 1 |
_aSupervisor: KURT, Sevinç _91656 |
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| 942 |
_2ddc _cTS |
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| 505 | 1 |
_g1 _tCHAPTER ONE |
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| 505 | 1 |
_g1 _tIntroduction |
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| 505 | 1 |
_g1 _tBackground of study |
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| 505 | 1 |
_g2 _tStatement of Problem |
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| 505 | 1 |
_g3 _tAims and Objectives |
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| 505 | 1 |
_g4 _tResearch Questions |
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| 505 | 1 |
_g4 _tMethodology |
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| 505 | 1 |
_g4 _tScope and Limitations |
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| 505 | 1 |
_g5 _tSummary of Thesis |
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| 505 | 1 |
_g8 _tCHAPTER TWO |
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| 505 | 1 |
_g8 _tLITERATURE REVIEW |
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| 505 | 1 |
_g8 _tIntroduction |
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| 505 | 1 |
_g8 _tBiophilia definition and Biophilic Application |
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| 505 | 1 |
_g10 _tThe conception of Biophilic Design |
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_g11 _tBiohilic design Attributes(The fourteen of biophic design) |
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| 505 | 1 |
_g13 _tPrinciples and Benefits of Biophilic Design |
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_g14 _tBiophilic Design Considerations |
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_g15 _tNature |
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_g17 _tNature and Architecture |
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_g18 _tNature and School Design Relationship |
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| 505 | 1 |
_g19 _tNature Health Relationship: Psychology WellBeing, Physiology Wellbeing |
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_g21` _tHigh School Design and its Effect on Students |
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_g23 _tBiophilic Design and the Learning Environment |
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| 505 | 1 |
_g24 _tUse of Learning Environment |
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_g24 _tEducational Space and School Design |
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| 505 | 1 |
_g25 _tBiophilic Design in Educational Spaces |
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_g27 _tCHAPTER THREE |
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| 505 | 1 |
_g27 _tMETHODOLOGY |
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| 505 | 1 |
_g27 _tResearch Design |
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| 505 | 1 |
_g28 _tResearch Procedures |
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_g28 _tObservation: |
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_g28 _tAnalysis : 14 Pattern of Biophilic Design |
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_g31 _tIn-Depth Interviews |
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_g31 _tSite Selection Criteria |
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_g31 _tPopulation of Study |
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_g32 _tData collection Procedure |
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_g34 _tCHAPTER FOUR |
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_g34 _tFINDINGS |
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| 505 | 1 |
_g34 _tNicosia Turkish High School Study |
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_g35 _tSite Condition |
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_g36 _tNetworks and Connectivity |
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| 505 | 1 |
_g38 _tCurrent Building Analysis |
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| 505 | 1 |
_g41 _tMovement |
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_g43 _tSpace Quality |
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_g43 _tObservation of The 14 Patterns of Biophilic Design in Nicosia Turkish High School |
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_g43 _tVisual Connection with Nature |
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_g47 _tNon-Rhythmic Sensory Stimuli |
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_g45 _tNon-Visual Connection with Nature |
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_g49 _tThermal and Airflow Variability |
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_g51 _tPresence of Water |
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_g52 _tDynamic & Diffused light |
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_g54 _tConnection with Natural Systems |
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_g55 _tBiomorphic Forms & Patterns |
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_g56 _tMaterials Connection with Nature |
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_g58 _tComplexity & Order |
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_g58 _tProspect |
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_g59 _tRefuge |
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_g61 _tMystery |
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| 505 | 1 |
_g62 _tRisk and Peril |
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_g65 _tInterviews |
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_g65 _tParticipation Selection Criteria |
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_g65 _tInterview Analysis Technique |
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_g66 _tThemes |
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_g74 _tCHAPTER FIVE |
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| 505 | 1 |
_g74 _tDISCUSSION, CONCLUSION AND RECCOMENDATIONS |
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| 505 | 1 |
_g74 _tIntroduction |
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| 505 | 1 |
_g74 _tDiscussions and Observation |
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_g78 _tDiscussion on Interviews |
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_g79 _tConclusion |
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_g80 _tRecommendation |
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_g82 _tREFERENCES |
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| 505 | 1 |
_g88 _tAPPENDIX |
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| 505 | 1 |
_g88 _tAPPENDIX A |
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_c141021 _d141021 |
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