Abstract
Primary education is a key factor in developing children’s character; subsequently, the governments and educational organizations pay significant attention to this educational phase. Moreover, the quality of the educational environment impacts educational performance. The Egyptian schools ignore the design quality of the outdoor environment other than the UK’s primary schools involved in outdoor education. Hence, this study aims to build a framework to evaluate the quality and design parameters of primary schools’ outdoor environments. This framework studies the relationship between the educational settings (based on Bloom’s theory) and the characteristics of children’s outdoor environment. Our framework classified these characteristics into three categories: the motivations factors, the usability factors, and the legibility factors. In addition, the compatibility of the framework relative to the governmental Egyptian and UK’s design guidelines of the primary schools’ outdoor environment was analyzed. These guidelines (Egyptian and UK) were assessed based on the framework to review their strengths and weakness in supporting the outdoor educational environment. This led the study to analyze these impacts on real schools’ models of both countries. This framework could be utilized to reflect on the design guidelines and educational requirements that led by operators and official agents of the national community.
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EL-Telwany, A., Gabr, M., Assem, A., Samir, T. (2020). Evaluating the Quality of the Outdoor Environment of Primary School. In: Kamel, S., et al. Architecture and Urbanism: A Smart Outlook. Springer, Cham. https://doi.org/10.1007/978-3-030-52584-2_15
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DOI: https://doi.org/10.1007/978-3-030-52584-2_15
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