Objective: In the literature, it is seen that school gardens are handled with different aspects (size, green area / hard ground balance, etc.). However, there are not many studies evaluating climatically. Evaluation of school gardens, where children and young people spend a significant part of their time, with a climate-balanced design focus should have an important place among the study subjects. For this reason, the aim of the study is to evaluate the school gardens from a microclimatic point of view. Materials and Methods: The outdoor areas of primary schools located in Nevşehir city center were chosen as the study area. Within the scope of the study, climate maps were produced by making climatic simulations of the outdoor design of schools with different qualities determined in Nevşehir city center with ENVI-met software. In the light of the data obtained, suggestions have been developed for the microclimatic improvement of both the school outdoor spaces and the urban climate. Results: As a result of the study, air temperature, relative humidity, mean radiant temperature and wind speed were evaluated. As a result of these evaluations, it was concluded that the temperature stress is high on impermeable surfaces in school gardens and low in planted areas. It has been determined that the relative humidity level is low in the areas where the temperature level rises, and the relative humidity is high at low temperatures. It has been determined that the mean radiant temperature has a high cooling effect in the areas where the plants are located. It has been observed that the wind speed is high in open areas and decreases at the points where the plant density increases. Conclusion: With this study, it has been concluded that green areas will provide important contributions in terms of climate as well as numerous benefits in school outdoor design. It is thought that better quality living spaces will be created with the increase of green areas in school gardens where the hard ground ratios are too high and the green areas are very small.
Aksu, Ö, V, Demirel, Ö. 2011. Trabzon Kenti ilköğretim okul bahçelerinde tasarım ve alan kullanımları. SDÜ Orman Fakültesi Dergisi, 12: 40-46
Altunkasa, M.F. 1987. Çukurova Bölgesinde Biyoklimatik Veriler Kullanılarak Açık ve Yeşil Alan Sistemlerinin Belirlenmesi İlkeleri Üzerine Bir Araştırma, Doktora Tezi, Çukurova Üniversitesi, Fen Bilimleri Peyzaj Mimarlığı Anabilim Dalı.
Anonim. 2005. Kindgerechtes und naturnahes Schulgelände als Erlebnisraum - Räume zum Spielen und Lernen -Entwicklung eines Konzeptes zur Umgestaltung des Schulhofes.
Boldemann, C., Dal, H., Mårtensson, F., Cosco, N., Moore, R., Bieber, B., Blennow, M., Pagels, P., Raustorp, A., Wester, U., Söderström, M., 2011. Preschool outdoor play environment may combine promotion of children’s physical activity and sun protection. Further evidence from Southern Sweden and North Carolina.Sci.Sports 26,72–82.
Bowler, D.E., Buyung-Ali, L., Knight, T.M., Pullin, A.S., (20109. “Urban Greening to Cool Towns and Cities: A Systematic Review of the Empirical Evidence”, Landscape and Urban Planning, 97: 147–155
Cooper, T., Danks, S., 2006. Green Schoolyard Resource Directory for the San Francisco Bay Area. San Francisco Green Schoolyard Alliance, 55p.
Depietri, Y., Renaud, F.G., Kallis, G., (2012). “Heat Waves and Floods in Urban Areas: A PolicyOriented Review of Ecosystem Services”, Sustainability Science, 7(1): 95–107
Dyment, J.E.,Bell,A.C.,2008.Grounds for movement: green school grounds assites for promoting physicalactivity.HealthEduc.Res.23,952–962.
Dyment, J.E.,Bell,A.C.,Lucas,A.J.,2009.The relationship between schoolground design an dintensity of physicalactivity. Child.Geogr.7,261–276.
EEA, 2011.Green Infrastructure and Territorial Cohesion.The Concept of Green Infrastructure and Its Integration into Policies Using Monitoring Systems. European Environment Agency, Copenhagen
Fjørtoft, I.,2001.The natural environment as a playground for children:the impact of outdoor play activities in pre-primary school children.EarlyChild.Educ.J.29, 111–117.
Fjørtoft, I.,2004. Landscape as playscape: the effects of natural environments on children’s play and motor development. Child.YouthEnviron.14,21–44.
Funnell, K., Alford, V., Denegre, D., Johns, S., Young, B., Lucas, B., Titman, W., Wood, J., 1997. School Grounds: A Guide to Good Practice. 140 p. ISBN-0-11-270990-7. ED 431 294.
Gaitani, N., Mihalakakou, G., & Santamouris, M. (2007). On the use of bioclimatic architecture principles in order to improve thermal comfort conditions in outdoor spaces. Building and Environment, 42(1), 317-324. https://doi.org/10.1016/j.buildenv.2005.08.018
George, L., 1996. Landscapes for Learners: School Ground Guidelines. 19 p. http://www.eric.ed.gov/PDFS/ED468620.pdf.
Hauser, L.2002. Kindergerechtes und naturnahes Schulgelände als Erlebnisraum. Praktikumsbericht Paedagogisches Hochschule Zürich, Sayfa 150,http://www.phzh.ch/ webautor-data /dokus /bericht_ lukas_hauser_154228. pdf
Hoff, M., Kaup, H., Röhr, A. 2007. Schulhöfe, planen, gestalten, nutzen, www.schule-der-zukunft.nrw.de/page /content /s14-2007-schulhoefe.pdf
Ioj˘a, C.I., Gr˘adinaru, S.R., Onose,D.A., Vân˘au, G.O., Tudor, A.C., 2014., The potential of school green areas to improve urban green connectivity and multifunctionality. Urban Forestry&UrbanGreening, v:13, pp: 704–713
Karasolak, K. 2009.Mimari özellikleri farklı ilköğretim okullarındaki öğrenci ve öğretmenlerin okullarının bina ve bahçeleri hakkındaki görüşlerinin incelenmesi. Çukurova Üniversitesi Sosyal Bilimler Enstitüsü Eğitim Bilimleri Ana Bilim Dalı, Yüksek Lisans Tezi, 168 s.
Landscape Institute,2009.Green Infrastructure: Connected and Multifunctional Landscapes. Landscape Institute, London, UK.
Loram, A.,Tratalos,J.,Warren,P.H.,Gaston,K.J.,2007.Urbandomesticgardens(X): the extent & structure of the resource in five major cities.Landsc.Ecol.22, 601–615.
Manes, F., Incerti, G., Salvatori, E., Vitale, M., Ricotta, C., Constanza, R., (2012). “Urban Ecosystem Services: Tree Diversity and Stability of Tropospheric Ozone Removal” Ecological Applications, 22(1): 349–369
Mårtensson, F., Jansson, M., Johansson, M., Raustorp, A., Kylin, M., Boldemann,, C., 2013. The role of greenery for physical activity play at school grounds. Urban For. UrbanGreen.13(1),103–113.
Martin, D., Lucas, B., Titman, W., Hayward, S., 1996. The Challenge of The Urban School Site. Learning through Landscapes, 115p. ISBN-1-872865-16-X, ED439 582,
McKenzie, T.L., Marshall, S.J., Sallis, J.F., Conway, T.F., 2000. Leisure-Time Physical Activity in School Environments: An Observational Study Using SOPLAY. Preventive Medicine. V:30, Issue 1, pp: 70-77
Melzer,M.-L.2001. Schule in Bewegung, drinnen und draußen: Schulhofumgestaltung gehört dazu. http://www.spiellandschaft-bremen.de/Frau%20Melzer-SchülerInnen-Partizipation.pdf
Moore, R.,Goltsman,S.M.,Iacofano,D.,1992.Play for all Guidelines:Planning, Designing and Management of Outdoor Pay Settings for all Children,seconded. IG Communications ,Berkeley.
Müller, N., Kuttler, W. & Barlag, AB. (2014). Counteracting urban climate change: adaptation measures and their effect on thermal comfort. Theor Appl Climatol 115, 243–257. https://doi.org/10.1007/s00704-013-0890-4.
Olgyay, V. (1963) Design with Climate: Bioclimatic Approach to Architectural Regionalism. Princeton University Press, Princeton.
Önder, S., Akay, A., 2018. Okul Bahçelerinin Önemi, Planlama Ve Tasarım Standartlarının Değerlendirilmesi. Tasarım Kuram. 2018; 14(26): 126-142
Özdemir, A., 2009. Katılımcı Kent Kimliğinin Olușumunda Kamusal Yeșil Alanların Rolü: Ankara Kent Parkları Örneği. Süleyman Demirel Üniversitesi Orman Fakültesi Dergisi Seri: A, Sayı: 1, s: 144-153
Özdemir, A., Çorakçı M., 2010. Participation in the greening of schoolyards in the Ankara public school system. Scientific Research and Essays 5(15): 2065-2077
Özdemir, A., Yılmaz, O., 2008. Assessment of outdoor school environments and physical activity in Ankara’s primary schools. Journal of Environmental Psychology, 28: 287-300.
Özdemir A, Yılmaz, O., 2009. İlköğretim Okulları Bahçelerinin Çocuk Gelişimi ve Sağlıklı Yaşam Üzerine Etkilerinin İncelenmesi. Milli Eğitim Dergisi 181:121-130
Pathak, V., Tripathi, B.D., Mishra, V.K., (2011). “Evaluation of Anticipated Performance Index of Some Tree Species for Green Belt Development to Mitigate Traffic Generated Noise”, Urban Forestry and Urban Greening, 10(1): 61-66
Perini, K. and Magliocco, A. (2019). Effects of vegetation, urban density, building height, and atmospheric conditions on local temperatures and thermal comfort. Urban Forestry and Urban Greening, 13 (3) (2014), pp. 495-506.
Qin, J., Zhou, X., Sun, C., Leng, H., Lian, Z., (2013). “Influence of Green Spaces on Environmental
Satisfaction and Physiological Status of Urban Residents”, Urban Forestry and Urban Greening, 12: 490– 497
Rui, L:, Buccolieri, R., Gao, Z., Gatto, E., Ding, W. (2019). Study of the effect of green quantity and structure on thermal comfort and air quality in an urban-like residential district by ENVI-met modelling. Build Simul, 12: 183–194.
Sachindra, D. A., & Nowosad, M. (2021). Variations in relative humidity across Poland and its possible impacts on outdoor thermal comfort: An analysis based on hourly data from 1995 to 2020. International Journal of Climatology, 1– 27. https://doi.org/10.1002/joc.7449
Sander, H.A., Zhao, C., (2015). “Urban Green and Blue: Who Values What and Where?”, Land Use Policy, 42: 194–209
Scharf, F., Donskoi, K., Endres, S. 2008. Beteiligungsprojekt zur Schulhofumgestaltun an der Grundschule Wolfsanger/Hasenhecke.
Tanner, K. C. 2000. Essential aspects of designing a school. School design and planning laboratory. The University Of Georgia. Athens, USA.
Türkeş, M. (2010). Klimatoloji ve Meteoroloji. Kriter Yayınevi.
Walikewitz, N., Jänicke, B., Langner, M., Meier, F., & Endlicher, W. (2015). The difference between the mean radiant temperature and the air temperature within indoor environments: A case study during summer conditions. Building and Environment, 84, 151-161. https://doi.org/10.1016/j.buildenv.2014.11.004
Velarde, M.D, Fry, G., Tveit, M., (2007). “Health Effects of Viewing Landscapes – Landscape Types in Environmental Psychology”, Urban Forestry and Urban Greening, 6(4): 199-212
Yavas, M. ve Yılmaz, S. (2019). Soğuk İklim Bölgesinde Kentsel Mikro İklimin Değerlendirilmesi: Erzurum Kentsel Dönüşüm Alanı Örneği. Artium, 7 (2): 103-114.
Yucekaya M. and Uslu C. (2020).An analytical model proposal to design urban open spaces in balance with climate: A case study of Gaziantep, Land Use Policy, 95, 104564.
Yüksel Ü.D. ve Yılmaz O. (2008). Ankara kentinde kentsel ısı adası etkisinin yaz aylarında uzaktan algılama ve meteorolojik gözlemlere dayalı olarak saptanması ve değerlendirilmesi. Gazi Üniv. Müh. Mim. Fak. Der., 23, 937-952.
Okul dış mekan tasarımlarının iklimsel açıdan değerlendirilmesi
Year 2022,
Volume: 11 Issue: 1, 189 - 198, 31.07.2022
Amaç: Literatürde okul bahçelerinin farklı yönleriyle (büyüklükleri, yeşil alan / sert zemin dengesi vb.) ele alındıkları görülmektedir. Ancak iklimsel açıdan değerlendirildiği çalışmalar çok fazla sayıda değildir. Çocuk ve genç bireylerin zamanlarının önemli bir bölümünü geçirdikleri okul bahçelerinin iklimle dengeli tasarım odağında değerlendirilmesi çalışma konuları arasında önemli bir yer tutmalıdır. Bu nedenle çalışmanın amacını okul bahçelerinin mikroklimatik açıdan değerlendirilmesi oluşturmaktadır. Materyal ve Yöntem: Çalışma alanı olarak Nevşehir kent merkezinde yer alan ilkokulların dış mekanları seçilmiştir. Çalışma kapsamında ENVI-met yazılımıyla Nevşehir kent merkezinde belirlenen farklı niteliklerdeki okulların dış mekan tasarımının iklimsel simülasyonları yapılarak iklim haritaları üretilmiştir. Elde edilen veriler ışığında hem okul dış mekanlarının hem de kent ikliminin mikroklimatik açıdan iyileştirilmesine yönelik öneriler geliştirilmiştir. Araştırma Bulguları: Çalışma sonucunda hava sıcaklığı, bağıl nem, ortalama ışıma sıcaklığı ve rüzgar hızı değerlendirilmiştir. Bu değerlendirmeler sonucunda okul bahçelerinde sert zeminlerde sıcaklık stresinin yüksek, bitkilendirilmiş alanlarda düşük olduğu sonucuna ulaşılmıştır. Sıcaklık seviyesinin yükseldiği alanlarda bağıl nem seviyesinin düşük, düşük sıcaklıklarda bağıl nemin yüksek olduğu saptanmıştır. Ortalama ışıma sıcaklığının bitkilerin bulunduğu alanlarda yüksek derecede serinletici etkiye sahip olduğu belirlenmiştir. Rüzgar hızının açık alanlarda yüksek, bitki yoğunluğunun arttığı noktalarda düştüğü gözlenmiştir. Sonuç: Bu çalışma ile okul dış mekan tasarımlarında yeşil alanların sayısız faydalarının yanında iklimsel yönden de önemli katkılar sağlayacağı sonucuna ulaşılmıştır. Sert zemin oranlarının çok fazla yeşil alanların çok az miktarda bulunduğu okul bahçelerinde yeşil alanların çoğaltılması ile birlikte daha kaliteli yaşam alanları oluşturulacağı düşünülmektedir.
Aksu, Ö, V, Demirel, Ö. 2011. Trabzon Kenti ilköğretim okul bahçelerinde tasarım ve alan kullanımları. SDÜ Orman Fakültesi Dergisi, 12: 40-46
Altunkasa, M.F. 1987. Çukurova Bölgesinde Biyoklimatik Veriler Kullanılarak Açık ve Yeşil Alan Sistemlerinin Belirlenmesi İlkeleri Üzerine Bir Araştırma, Doktora Tezi, Çukurova Üniversitesi, Fen Bilimleri Peyzaj Mimarlığı Anabilim Dalı.
Anonim. 2005. Kindgerechtes und naturnahes Schulgelände als Erlebnisraum - Räume zum Spielen und Lernen -Entwicklung eines Konzeptes zur Umgestaltung des Schulhofes.
Boldemann, C., Dal, H., Mårtensson, F., Cosco, N., Moore, R., Bieber, B., Blennow, M., Pagels, P., Raustorp, A., Wester, U., Söderström, M., 2011. Preschool outdoor play environment may combine promotion of children’s physical activity and sun protection. Further evidence from Southern Sweden and North Carolina.Sci.Sports 26,72–82.
Bowler, D.E., Buyung-Ali, L., Knight, T.M., Pullin, A.S., (20109. “Urban Greening to Cool Towns and Cities: A Systematic Review of the Empirical Evidence”, Landscape and Urban Planning, 97: 147–155
Cooper, T., Danks, S., 2006. Green Schoolyard Resource Directory for the San Francisco Bay Area. San Francisco Green Schoolyard Alliance, 55p.
Depietri, Y., Renaud, F.G., Kallis, G., (2012). “Heat Waves and Floods in Urban Areas: A PolicyOriented Review of Ecosystem Services”, Sustainability Science, 7(1): 95–107
Dyment, J.E.,Bell,A.C.,2008.Grounds for movement: green school grounds assites for promoting physicalactivity.HealthEduc.Res.23,952–962.
Dyment, J.E.,Bell,A.C.,Lucas,A.J.,2009.The relationship between schoolground design an dintensity of physicalactivity. Child.Geogr.7,261–276.
EEA, 2011.Green Infrastructure and Territorial Cohesion.The Concept of Green Infrastructure and Its Integration into Policies Using Monitoring Systems. European Environment Agency, Copenhagen
Fjørtoft, I.,2001.The natural environment as a playground for children:the impact of outdoor play activities in pre-primary school children.EarlyChild.Educ.J.29, 111–117.
Fjørtoft, I.,2004. Landscape as playscape: the effects of natural environments on children’s play and motor development. Child.YouthEnviron.14,21–44.
Funnell, K., Alford, V., Denegre, D., Johns, S., Young, B., Lucas, B., Titman, W., Wood, J., 1997. School Grounds: A Guide to Good Practice. 140 p. ISBN-0-11-270990-7. ED 431 294.
Gaitani, N., Mihalakakou, G., & Santamouris, M. (2007). On the use of bioclimatic architecture principles in order to improve thermal comfort conditions in outdoor spaces. Building and Environment, 42(1), 317-324. https://doi.org/10.1016/j.buildenv.2005.08.018
George, L., 1996. Landscapes for Learners: School Ground Guidelines. 19 p. http://www.eric.ed.gov/PDFS/ED468620.pdf.
Hauser, L.2002. Kindergerechtes und naturnahes Schulgelände als Erlebnisraum. Praktikumsbericht Paedagogisches Hochschule Zürich, Sayfa 150,http://www.phzh.ch/ webautor-data /dokus /bericht_ lukas_hauser_154228. pdf
Hoff, M., Kaup, H., Röhr, A. 2007. Schulhöfe, planen, gestalten, nutzen, www.schule-der-zukunft.nrw.de/page /content /s14-2007-schulhoefe.pdf
Ioj˘a, C.I., Gr˘adinaru, S.R., Onose,D.A., Vân˘au, G.O., Tudor, A.C., 2014., The potential of school green areas to improve urban green connectivity and multifunctionality. Urban Forestry&UrbanGreening, v:13, pp: 704–713
Karasolak, K. 2009.Mimari özellikleri farklı ilköğretim okullarındaki öğrenci ve öğretmenlerin okullarının bina ve bahçeleri hakkındaki görüşlerinin incelenmesi. Çukurova Üniversitesi Sosyal Bilimler Enstitüsü Eğitim Bilimleri Ana Bilim Dalı, Yüksek Lisans Tezi, 168 s.
Landscape Institute,2009.Green Infrastructure: Connected and Multifunctional Landscapes. Landscape Institute, London, UK.
Loram, A.,Tratalos,J.,Warren,P.H.,Gaston,K.J.,2007.Urbandomesticgardens(X): the extent & structure of the resource in five major cities.Landsc.Ecol.22, 601–615.
Manes, F., Incerti, G., Salvatori, E., Vitale, M., Ricotta, C., Constanza, R., (2012). “Urban Ecosystem Services: Tree Diversity and Stability of Tropospheric Ozone Removal” Ecological Applications, 22(1): 349–369
Mårtensson, F., Jansson, M., Johansson, M., Raustorp, A., Kylin, M., Boldemann,, C., 2013. The role of greenery for physical activity play at school grounds. Urban For. UrbanGreen.13(1),103–113.
Martin, D., Lucas, B., Titman, W., Hayward, S., 1996. The Challenge of The Urban School Site. Learning through Landscapes, 115p. ISBN-1-872865-16-X, ED439 582,
McKenzie, T.L., Marshall, S.J., Sallis, J.F., Conway, T.F., 2000. Leisure-Time Physical Activity in School Environments: An Observational Study Using SOPLAY. Preventive Medicine. V:30, Issue 1, pp: 70-77
Melzer,M.-L.2001. Schule in Bewegung, drinnen und draußen: Schulhofumgestaltung gehört dazu. http://www.spiellandschaft-bremen.de/Frau%20Melzer-SchülerInnen-Partizipation.pdf
Moore, R.,Goltsman,S.M.,Iacofano,D.,1992.Play for all Guidelines:Planning, Designing and Management of Outdoor Pay Settings for all Children,seconded. IG Communications ,Berkeley.
Müller, N., Kuttler, W. & Barlag, AB. (2014). Counteracting urban climate change: adaptation measures and their effect on thermal comfort. Theor Appl Climatol 115, 243–257. https://doi.org/10.1007/s00704-013-0890-4.
Olgyay, V. (1963) Design with Climate: Bioclimatic Approach to Architectural Regionalism. Princeton University Press, Princeton.
Önder, S., Akay, A., 2018. Okul Bahçelerinin Önemi, Planlama Ve Tasarım Standartlarının Değerlendirilmesi. Tasarım Kuram. 2018; 14(26): 126-142
Özdemir, A., 2009. Katılımcı Kent Kimliğinin Olușumunda Kamusal Yeșil Alanların Rolü: Ankara Kent Parkları Örneği. Süleyman Demirel Üniversitesi Orman Fakültesi Dergisi Seri: A, Sayı: 1, s: 144-153
Özdemir, A., Çorakçı M., 2010. Participation in the greening of schoolyards in the Ankara public school system. Scientific Research and Essays 5(15): 2065-2077
Özdemir, A., Yılmaz, O., 2008. Assessment of outdoor school environments and physical activity in Ankara’s primary schools. Journal of Environmental Psychology, 28: 287-300.
Özdemir A, Yılmaz, O., 2009. İlköğretim Okulları Bahçelerinin Çocuk Gelişimi ve Sağlıklı Yaşam Üzerine Etkilerinin İncelenmesi. Milli Eğitim Dergisi 181:121-130
Pathak, V., Tripathi, B.D., Mishra, V.K., (2011). “Evaluation of Anticipated Performance Index of Some Tree Species for Green Belt Development to Mitigate Traffic Generated Noise”, Urban Forestry and Urban Greening, 10(1): 61-66
Perini, K. and Magliocco, A. (2019). Effects of vegetation, urban density, building height, and atmospheric conditions on local temperatures and thermal comfort. Urban Forestry and Urban Greening, 13 (3) (2014), pp. 495-506.
Qin, J., Zhou, X., Sun, C., Leng, H., Lian, Z., (2013). “Influence of Green Spaces on Environmental
Satisfaction and Physiological Status of Urban Residents”, Urban Forestry and Urban Greening, 12: 490– 497
Rui, L:, Buccolieri, R., Gao, Z., Gatto, E., Ding, W. (2019). Study of the effect of green quantity and structure on thermal comfort and air quality in an urban-like residential district by ENVI-met modelling. Build Simul, 12: 183–194.
Sachindra, D. A., & Nowosad, M. (2021). Variations in relative humidity across Poland and its possible impacts on outdoor thermal comfort: An analysis based on hourly data from 1995 to 2020. International Journal of Climatology, 1– 27. https://doi.org/10.1002/joc.7449
Sander, H.A., Zhao, C., (2015). “Urban Green and Blue: Who Values What and Where?”, Land Use Policy, 42: 194–209
Scharf, F., Donskoi, K., Endres, S. 2008. Beteiligungsprojekt zur Schulhofumgestaltun an der Grundschule Wolfsanger/Hasenhecke.
Tanner, K. C. 2000. Essential aspects of designing a school. School design and planning laboratory. The University Of Georgia. Athens, USA.
Türkeş, M. (2010). Klimatoloji ve Meteoroloji. Kriter Yayınevi.
Walikewitz, N., Jänicke, B., Langner, M., Meier, F., & Endlicher, W. (2015). The difference between the mean radiant temperature and the air temperature within indoor environments: A case study during summer conditions. Building and Environment, 84, 151-161. https://doi.org/10.1016/j.buildenv.2014.11.004
Velarde, M.D, Fry, G., Tveit, M., (2007). “Health Effects of Viewing Landscapes – Landscape Types in Environmental Psychology”, Urban Forestry and Urban Greening, 6(4): 199-212
Yavas, M. ve Yılmaz, S. (2019). Soğuk İklim Bölgesinde Kentsel Mikro İklimin Değerlendirilmesi: Erzurum Kentsel Dönüşüm Alanı Örneği. Artium, 7 (2): 103-114.
Yucekaya M. and Uslu C. (2020).An analytical model proposal to design urban open spaces in balance with climate: A case study of Gaziantep, Land Use Policy, 95, 104564.
Yüksel Ü.D. ve Yılmaz O. (2008). Ankara kentinde kentsel ısı adası etkisinin yaz aylarında uzaktan algılama ve meteorolojik gözlemlere dayalı olarak saptanması ve değerlendirilmesi. Gazi Üniv. Müh. Mim. Fak. Der., 23, 937-952.
Yücekaya, M., Tırnakçı, A., Aklıbaşında, M., Özhancı, E. (2022). Okul dış mekan tasarımlarının iklimsel açıdan değerlendirilmesi. Akademik Ziraat Dergisi, 11(1), 189-198. https://doi.org/10.29278/azd.1088497