A Survey on Daylighting Education in Italian Universities. Knowledge of Standards, Metrics and Simulation Tools

Journal of Daylighting

F. Peron¹  T. Dalla Mora¹  M. Beccali²  F. Nocera³  V. Costanzo³  M. Bonomolo⁴  L. Bellia⁵  F. Fragliasso⁵  V. R. M. Lo Verso⁶  F. Basile⁷  F. Caffaro⁸  F. Giuliani⁹ 

[1] Department of Architecture and Arts, IUAV University of Venice, Dorsoduro 2206, 30123 Venezia, Italy;Department of Architecture, University of Palermo, 90128 Palermo PA, Italy;Department of Civil Engineering and Architecture, University of Catania, Viale Andrea Doria 6, 95125, Catania, IT;Department of Engineering, University of Palermo, 90128 Palermo PA, Italy;Department of Industrial Engineering, University of Naples “Federico II”, Piazzale Tecchio 80, 80125 Naples, Italy;Politecnico di Torino, Department of Energy ‘Galileo Ferraris’, TEBE Research Group, corso Duca degli Abruzzi 24, 10129, Turin, Italy;Politecnico di Torino, Department of Energy ‘Galileo Ferraris’, corso Duca degli Abruzzi 24, 10129, Turin, Italy;University of Roma Tre, Department of Education, via del Castro Pretorio, 20, 00185, Rome, Italy;University “Niccolò Cusano”, Faculty of Engineering, Via Don Carlo Gnocchi 3, 00166, Rome, Italy;

关键词: daylighting education;    italian university student;    dayke survey;    daylight metrics;   

DOI  :  10.15627/jd.2021.3

来源: DOAJ

【 摘 要 】

Daylighting is a strategic topic to achieve sustainable buildings, so it is more and more imperative that it is implemented in architecture curricula to prepare a new generation of daylighting-oriented practitioners. In this frame, the DAYKE project (Daylight Knowledge in Europe) was set up to explore the level of knowledge about daylighting among European professionals and students. DAYKE-Europe was replicated as DAYKE-Italy to study the knowledge of daylight standards, metrics and software among Italian architecture students, and to compare it to that observed within DAYKE-Europe. A sample of 542 questionnaires were collected in five universities. Primary outcomes were: (i) a general low level of knowledge on daylighting was observed; the most cited metrics were the average daylight factor and the geometrical window-to-floor ratio, while climate-based daylight metrics were rarely mentioned; (ii) master science M.Sc. students reported more knowledge on daylight metrics and regulations than bachelor B.Sc. students, while the implementation of daylight metrics and strategies in projects was mainly deficient among B.Sc. students; (iii) compared to European students (DAYKE-Europe), Italian students showed a higher knowledge of daylight metrics and software (especially as for M.Sc. students), while the opposite was observed for standards, regulations and protocols. Based on the results, a reconsideration of daylight education in architecture curricula is recommended.

【 授权许可】

Unknown