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Optimisation of Spaces Designated for Learning in Public Secondary Schools with the View of Behavioural Aspects, on the Example of the Academic Secondary School of the Silesian University of Technology in Gliwice

Maria BIELAK-ZASADZKA

Maria BIELAK-ZASADZKA

Associate Prof., DSc; The Silesian University of Technology, Faculty of ArchitectureGliwice, Poland
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BIELAK-ZASADZKA, Maria
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Beata KUCHARCZYK-BRUS

Beata KUCHARCZYK-BRUS

Associate Prof., DSc, PhD; The Silesian University of Technology, Faculty of ArchitectureGliwice, Poland
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KUCHARCZYK-BRUS, Beata
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Piotr SKÓRA

Piotr SKÓRA

MSc; The Silesian University of Technology, Faculty of ArchitectureGliwice, Poland
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SKÓRA, Piotr
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Julia SZKARŁAT

Julia SZKARŁAT

MSc; The Silesian University of Technology, Faculty of ArchitectureGliwice, Poland
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SZKARŁAT, Julia
  
31 dic 2024
Optimisation of Spaces Designated for Learning in Public Secondary Schools with the View of Behavioural Aspects, on the Example of the Academic Secondary School of the Silesian University of Technology in Gliwice's Cover Image
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Publicado en línea: 31 dic 2024
Páginas: 15 - 32
Recibido: 20 sept 2024
Aceptado: 14 dic 2024
DOI: https://doi.org/10.2478/acee-2024-0026
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© 2024 Maria BIELAK-ZASADZKA et al., published by Sciendo
This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Figure 1.

View of the building from the intersection of Wrocławska Street and M. Strzoda Street
View of the building from the intersection of Wrocławska Street and M. Strzoda Street

Figure 2.

View of the building from the Wrocławska Street
View of the building from the Wrocławska Street

Figure 3.

3D model of the school building in Gliwice – view from M. Strzoda Street (Own work)
3D model of the school building in Gliwice – view from M. Strzoda Street (Own work)

Figure 4.

3D model of the school building in Gliwice – view from Wrocławska Street (Own work)
3D model of the school building in Gliwice – view from Wrocławska Street (Own work)

Figure 5.

Map of photogrammetric scan positions of selected functional zones on the ground floor of the school building in Gliwice. (Own work)
Map of photogrammetric scan positions of selected functional zones on the ground floor of the school building in Gliwice. (Own work)

Figure 6.

Example measurement photo taken at station No. 147, depicting the shared area – main hall. (Own work)
Example measurement photo taken at station No. 147, depicting the shared area – main hall. (Own work)

Figure 7.

Map of photogrammetric scan positions of selected functional zones on the first floor of the school building in Gliwice. (own work)
Map of photogrammetric scan positions of selected functional zones on the first floor of the school building in Gliwice. (own work)

Figure 8.

Example measurement photo taken at station No. 209 depicting the shared area – corridor. (Own work)
Example measurement photo taken at station No. 209 depicting the shared area – corridor. (Own work)

Figure 9.

Functional layout of the 1st Floor of the Academic Secondary School, in Gliwice (Own work)
Functional layout of the 1st Floor of the Academic Secondary School, in Gliwice (Own work)

Figure 10.

Functional layout of the 2nd Floor of the Academic Secondary School, in Gliwice (Own work)
Functional layout of the 2nd Floor of the Academic Secondary School, in Gliwice (Own work)

Figure 11.

Diagram of user groups of the school. (Own work)
Diagram of user groups of the school. (Own work)

Figure 12.

Conceptual design of the common room area (lobby on the second floor) in the existing space designed as an artistic area, game corners and places for larger meetings for integration, conversation and other forms of relaxation. (Own work)
Conceptual design of the common room area (lobby on the second floor) in the existing space designed as an artistic area, game corners and places for larger meetings for integration, conversation and other forms of relaxation. (Own work)

Figure 13, 14.

Conceptual design of an integration zone in the common space. The corner in the common room niche for conversation and integration (Own work)
Conceptual design of an integration zone in the common space. The corner in the common room niche for conversation and integration (Own work)

Figure 15.

Conceptual design of the integration zone in the common room space. The islands in the common room niche promote group work (Own work)
Conceptual design of the integration zone in the common room space. The islands in the common room niche promote group work (Own work)

Figure 16.

Conceptual design of the art zone in the common room alcove space. The artistic zone in the common room niche is conducive to individual work, tranquillity and the development of manual skills (Own work)
Conceptual design of the art zone in the common room alcove space. The artistic zone in the common room niche is conducive to individual work, tranquillity and the development of manual skills (Own work)

Figure 17, 18.

Conceptual design of ornamental greenery on the outdoor terrace. Conceptual sketch of the planting design (e.g. decorative grasses) in the areas where the paving slabs have been removed in the existing outdoor terrace (Own work)
Conceptual design of ornamental greenery on the outdoor terrace. Conceptual sketch of the planting design (e.g. decorative grasses) in the areas where the paving slabs have been removed in the existing outdoor terrace (Own work)

Measurement data from photogrametric Matterport camera

MEASUREMENT DATA Research instrument: Matterport PRO2 camera
Number of measurement sites Measurement time per one site Overall measurement time Number of points in the cloud
525 20 seconds 175 minutes 785 000 000

Overview of room temperature and humidity_ (Own work)

ROOM temperature [°C] air humidity [%] CO2 concentration [ppm]
Corridor (1st floor) 22.15 35.5 771
Corridor (2nd floor) 22.10 34.4 710
Corridor (3rd floor) 20.35 42.1 849
Concierge 21.80 32.3 553
Assembly hall 21.20 38.1 631
Bathroom (ground floor) 21.45 41.3 722
Library 21.60 38.2 761
Teachers’ room 22.20 39.6 844
Quiet work room 22.85 34.7 771
Cloakroom 21.25 37.4 715
Room no 304 20.75 39.8 482
CLASSROOMS
IT room 23.30 34.6 989
Room no 07 20.06 32.8 517
Room no 107 21.20 28 507
Room no 202 22.35 39.4 806
Room no 202A 24.60 41.5 1296
Room no 206A 24.40 47.9 2972
Room no 210 22.20 34.9 812
Room no 305 20.85 40.2 585

Examples of reference object analyses based on the complex of Akademeia High School in Warsaw

Object Akademeia High School
Location Polska, Warszawa
Designer Medusa Group
Implementation 2017
Area 4 198 m2
Description A horseshoe-shaped building with a green courtyard and a large outdoor stand. The layout of the rooms allows for individual educational strategies and the learning process resembles that at universities. “Most of the classes are conducted according to the American Herakness method, whereby students do not sit in desks, but work together with the educator at an oval table”. – words of deputy headmaster of the school Marcin Szala.Pupils work in an oval table system, teachers have no staff room, and permanently remain part of a compact educational ecosystem. This was the basis for the overall idea of creating a lifestyle atmosphere that encourages people to stay in school after school hours. The space in the middle of the school playground is ordered by a huge grandstand. A universal element, a meeting place to inspire students and teachers for unusual P.E., geography, biology or literature classes.The canteen is more like a restaurant than a traditional school canteen. It is a transfer of the modern living-room into the school. The venue is not only open at lunchtime, but is constantly changing its functions, from canteen to cafeteria with a reading room and live art studio.On the roof, there is a garden used for classes in biology, but also physics, astronomy or geography. During the summer season, beehives can be set up there or herbs can be grown for use in the school canteen.The hallway resembles no school corridors at all, but rather a scaly wooden hollow. The halls traditionally have chairs, but also multifunctional stands. When designing this venue, the architects were looking for ambiguous, multifunctional and inspiring spaces.
Source https://www.archdaily.com/889061/akademeia-high-school-in-warsaw-medusagroup-studio

Types of organized recreational spaces in an educational facility

Wall niches serving as common rooms – This larger open space allows for the organisation of workstations or reading areas.
Schoolyards – usually the most popular places visited by students. Typically organised outdoors, they allow students to engage in conversations, play games, and participate in dynamic relaxation activities such as table tennis.
Games area – It is a small space organised for plays and various games for a small number of students.
Area in a wall niche – It is a small space designed for relaxation. Usually organised in a well-sunlit area and surrounded by greenery.
Island – a large space (e.g., main hall or wide corridor) where furniture is arranged to facilitate larger gatherings.
Windowsills – these are places often used by students for individual work, equipped with power points allowing for laptop work and studying.
Stairs – a popular choice among students for organising conversation spots and other activities.
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