Measuring the priority of the main functions of educational spaces in the fronts and different levels of green schools for saving energy in the cool and dry climate of Iran
Subject Areas : Energy and architecture
1 - Assistant Professor" Adjunct Professor" in Faculty of Architecture, university of Daneshpajohan Pishro Higher education institute in Iran
Keywords: educational spaces, green schools, thermal energy cold and dry climate, Iran,
Abstract :
Green schools are a new type of school in which renewable energy consumption is less than in normal schools. However, the lack of a specific model has turned these schools into identical examples in different climates. Every green building needs a specific model in different climates to improve energy saving. Therefore, this project, the purpose of is to propose a specific model for green schools in the cold and dry climate of Iran to improve the thermal energy consumption of schools, with the help of the computer simulation method with the help of Energy Plus software, the spatial priority of each of the main functions Schools have been examined in different classes and fronts.since the cold climate is the biggest problem in the energy crisis, it is the focus of this study. The findings of the research show that if service use in the west front, office use in the north front, teaching aid use in the east front, and classrooms in the south front are placed on all floors of the green school, not only in the hot seasons of the year, their internal temperature The range of comfort remains, but in the cold months of the year, their temperature is in a better condition than the placement of these uses in other areas. the savings in thermal energy consumption for cooling and heating the space will be improved in all months. This is while the height of the green school increases and the temperature of these uses decreases in the cold seasons on the higher floors, so it is better in multi-story green schools in addition to the placement of the uses by the above model of spaces with higher thermal requirements. Place them on the lower floors and places with lower heating requirements on the higher floors
-اسماعیل مطلق،م ؛ دشتی،م؛ امینایی. 1390. دستورالعمل اجرای مدارس مروج سلامت در جمهوری، 130ص#
-سازمان بهینه سازی مصرف سوخت1389 ،اصلاح الگوی مصرف انرژی در مدارس و ادارات ، کتابچه دوم،بخش 3،فصل اول ،33ص #
-عباس نیا،م.باعقیده،م. 1394.ناحیه بندی آب وهوایی استان چهارمحال و بختیاری با استفاده از تکنیک های نوین آماری ،مجله پژوهش آب ایران. جلد 9. شماره2. 121-131#
سعیدی, میبودی, & حامد. (2023). چالش‌های ارزشیابی آموزش محیط‌زیست در مدارس سبز ایران و راهکارهایی برای بهبود وضعیت موجود. فصلنامه علمی آموزش محیط زیست و توسعه پایدار 11(2), 107-117.. #
Agustin, S. N., & Dwijendra, N. K. A. (2023). Sustainable Development Strategy in the Bali Green School Area. ASTONJADRO, 12(2), 436-446. #
Al Dakheel, J., Tabet Aoul, K., & Hassan, A. (2018). Enhancing Green Building Rating of a School under the Hot Climate of UAE; Renewable Energy Application and System Integration. Energies, 11(9), 24-65. #
Browning, M. H., Kuo, M., Sachdeva, S., Lee, K., & Westphal, L. (2018). Greenness and school-wide test scores are not always positively associated–A replication of “linking student performance in Massachusetts elementary schools with the ‘greenness’ of school surroundings using remote sensing”. Landscape and Urban Planning, 178, 69-72. #
Datta, S. C. (2023). Sustainable Future Green School Ecology: Prevents Future-Pandemic Improving Biomedicines-Physiology Health Technology Biodiversity World Policy DevelopmentStudies. International Journal of World Pol-icy and Development Studies, 9(1), 1-10. #
Ebrahimzadeh Shermeh, M., Ali Esmaili, A., & Hosseinzadeh, B. (2024). Environmental Developments with the Educational and Research Approach of Green Schools. Clinical Excellence, 14(3), 1-15. #
Eksi, M., Rowe, D. B., Wichman, I. S., & Andresen, J. A. (2017). Effect of substrate depth, vegetation type, and season on green roof thermal properties. Energy and Buildings, 145, 174-187. #
Farhadian, M. Razzaghi Asl, S., & Ghamari, H. (2019). Thermal performance simulation of hydroponic green wall in a cold climate. Iran University of Science & Technology, 29(2), 233-246. #
Feng.,h , K. Hewage,2014, Energy saving performance of green vegetation on LEED certifiedbuildings, Energy and Buildings 75, 281–289. #
Fernandes, A., Krog, N. H., McEachan, R., Nieuwenhuijsen, M., Julvez, J., Márquez, S., ... & Vrijheid, M. (2023). Availability, accessibility, and use of green spaces and cognitive development in primary school child-ren. Environmental Pollution, 334, 122143. #
Gericke, N., Manni, A., & Stagell, U. (2020). The green school movement in Sweden–past, present and future. Green schools globally: Stories of impact on education for sustainable development, 309-332. #
Givoni, B. (1998). Climate considerations in building and urban design. John Wiley & Sons.100p#
Hidayat, A., Utomowati, R., Nugraha, S., Amanto, B. S., Adiastuti, A., & Astirin, O. P. (2023, May). Students’ per-ception of the green school program: an evaluation for improving environmental management in schools. In IOP Conference Series: Earth and Environmental Science (Vol. 1180, No. 1, p. 012029). IOP Publishing. #
Isnaningrum, I., & Ariyanto, S. (2023). Penyuluhan Lingkungan terhadap Masyarakat Sekolah dalam Mendukung Program Pemerintah Green School. Darma Cendekia, 2(2), 182-188. #
Iwan, A., & Rao, N. (2017). The Green School Concept: Perspectives of Stakeholders from Award-Winning Green Preschools in Bali, Berkeley, and Hong Kong. Journal of Sustainability Education, 16-34. #
Jian, S. (2004). Problems and countermeasures facing" green school" creation. Chinese Education & Society, 37(3), 71-77#
Kweon, B. S., Ellis, C. D., Lee, J., & Jacobs, K. (2017). The link between school environments and student academic performance. Urban Forestry & Urban Greening, 23, 35-43. #
Mansour, O. E. (2014). Reflections on The Image of Green Buildings: An Ethnographic Evaluation of A “LEED” Certified Elementary School. In Proceedings of the 6th Annual Architectural Research Symposium in Finland (p. 245). #
Marable, S. A. (2014). Green Schools-The Implementation and Practices of Environmental Education in LEED and USED Green Ribbon Public Schools in Virginia.125p#
Matsuoka, R. H. (2010). Student performance and high school landscapes: Examining the links. Landscape and urban planning, 97(4), 273-282. #
Meiboudi, H., Lahijanian, A., Shobeiri, S. M., Jozi, S. A., & Azizinezhad, R. (2016). Creating an integrative as-sessment system for green schools in Iran. Journal of cleaner production, 119, 236-246. #
Muhajir, M., Ashar, A., & Rahmatiah, R. (2024). Analisis Penerapan Program Green School Dalam Menanamkan Nilai Karakter Peduli Lingkungan Di SD Inpres Borongunti Kecamatan Bajeng Kabupaten Gowa. Journal on Education, 6(2), 11827-11841. #
Nada, H. N., Fajarningsih, R. U., & Astirin, O. P. (2021). Adiwiyata (Green School) program optimization strategy in Malang regency to realize environmentally friendly school citizens. IJORER: International Journal of Recent Educational Research, 2(2), 121-137. #
Ouf, M. M., & Issa, M. H. (2017). Energy consumption analysis of school buildings in Manitoba, Cana-da. International Journal of Sustainable Built Environment, 6(2), 359-371. #
Ozge Suzer,2015, A comparative review of environmental concern prioritization: LEED vs other major certification systems, Journal of Environmental Management 154,266e283#
Pietrapertosa, F., Tancredi, M., Salvia, M., Proto, M., Pepe, A., Giordano, M., ... & Cosmi, C. (2021). An educational awareness program to reduce energy consumption in schools. Journal of cleaner production, 278, 123-949. #
Raatikainen, M., Skön, J. P., Leiviskä, K., & Kolehmainen, M. (2016). Intelligent analysis of energy consumption in school buildings. Applied energy, 165, 416-429. #
Ramli, N. H., Masri, M. H., Zafrullah, M., Taib, H. M., & Hamid, N. A. (2012). A comparative study of green school guidelines. Procedia-Social and Behavioral Sciences, 50, 462-471. #
Reed, T. J., Clouston, P. L., Hoque, S., & Fisette, P. R. (2010). An analysis of LEED and BREEAM assessment methods for educational institutions. Journal of Green Building, 5(1), 132-154#
Russo, A., & Andreucci, M. B. (2023). Raising Healthy Children: Promoting the Multiple Benefits of Green Open Spaces through Biophilic Design. Sustainability, 15(3), 1982. #
Saeidi, A., & Meiboudi, H. (2023). Challenges of Evaluating Environmental Education in Iran's Green Schools and Strategies to Improve the Current Situation. Environmental Education and Sustainable Development, 11(2), 107-117. #
Sharma, P. K., & Kanaujia, P. R. (2020). Journey of green schools in India. Green schools globally: Stories of impact on education for sustainable development, 203-226. #
Solcerova, A., van de Ven, F., Wang, M., Rijsdijk, M., & van de Giesen, N. (2017). Do green roofs cool the air?. Building and Environment, 111, 249-255. #
Sung, H. J., Kim, S. H., & Kim, H. (2023). Analysis of Building Retrofit, Ventilation, and Filtration Measures for Indoor Air Quality in a Real School Context: A Case Study in Korea. Buildings, 13(4), 1033. #
Tanaka, Y., Kawashima, S., Hama, T., & Nakamura, K. (2017). Thermal mitigation of hydroponic green roof based on heat balance. Urban Forestry & Urban Greening, 24, 92-100. #
Windiasih, R., Suswanto, B., Sibiq, A., & Sulaiman, A. I. (2022). Designing a Green-School Education Model of Community Development in Rural Areas. Technium Soc. Sci. J., 35, 186. #
Zhao, D. X., He, B. J., & Meng, F. Q. (2015). The green school project: A means of speeding up sustainable devel-opment?. Geoforum, 65, 310-313. #
