Okuldaki gürültü kirliliği: Nedenleri, etkileri ve kontrol edilmesi
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Date
2021-01
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Bursa Uludağ Üniversitesi
Abstract
Okulda gürültü kirliliği farkında olmadığımız ancak uzun vadede sağlığımızı ve öğrencilerin öğrenme ortamlarını olumsuz etkileyen çok boyutlu bir problemdir. Ses izolasyonu yönetmeliğine göre en düşük C sınıfı akustik performansa sahip okulun boşken gürültü düzeyi 39dB; eğitim öğretim sırasında ise 54dB civarında olmalıdır. Ancak okullarımızda özellikle teneffüsteki gürültü bu sınırların ortalama iki katıdır. Araştırma eğitim, mühendislik ve Tıp Fakültesi’nden akademisyenler ile disiplinlerarası bir yaklaşım içerisinde gerçekleştirilmiştir. Karma yöntem ve yakınsayan paralel desen kullanılmıştır. Nicel verileri gürültü ve çınlanım verileri ile anketler, nitel verileri ise gözlem, görüşme ve doküman analizleri oluşturmaktadır. Bir okulun yeni binasına akustik iyileştirme yapılmasına rehberlik edilmiştir. Sonuçlar bu okuldaki gürültü ve çınlanım değerlerinin diğer okullardan daha düşük olduğu yönündedir. Bu okuldaki ses düzeyleri ders esnasında sınıfın içinde 63 dB, koridorda 47dB; teneffüste sınıf içi 68dB, koridorda ise 69dB‘dir. Çınlanım değerleri 1,2-1,4 saniye seviyesinde olup, yönetmelikteki (0,8-1,2s) değerlere yakındır. Arka plan gürültüsü de B-C aralığına karşılık gelmektedir. İzolasyonsuz okulların gürültü düzeylerinin derste ortalama 65-70dB, teneffüste ise 80dB’i aştığı bulunmuştur. Sonuçlar yönetmelikte belirlenen gürültü üst sınırına en yakın okulun izolasyonu olan okul olduğunu, asma tavan ve yerdeki plastik PVC kaplamanın dikkat çekici fark yarattığını göstermektedir. Bazı okullarda gürültü düzeyinde azalma, bazılarında azalma ve artmalar görülmüş olup, hiç bir okulda yeni yönetmelikte belirlenen sınır değerlerine ulaşılamamıştır. Gürültünün en yüksek olduğu zamanlar, teneffüs, okula giriş çıkış ve yemek araları olarak belirlenmiş olup, 80 dB civarındadır. “Gürültüden çok rahatsız olurum” diyen öğretmen ve öğrencilerdeki artış farkındalık eğitiminin etkili olduğunu ve paydaşların maruz kaldıkları aynı miktardaki gürültüden artık daha fazla rahatsızlık duyduklarını göstermektedir. Ancak gürültünün hala sınır değerlerinin üzerinde olması eğitimin tek başına yeterli olmadığını, yürürlüğe giren ses izolasyonu yönetmeliğinin biran evvel uygulanmaya başlanmasının gerekliliğini göstermektedir. Akustik iyileştirme yapılmış okullarda gürültüye karşı farkındalık eğitimi verilmeye başlandığında, diğer paydaşların da desteği ile toplumsal hayatın her alanında daha sessiz ve sükûnetli bir yaşam kalitesine ulaşılabileceği düşünülmektedir.
Noise pollution in school is a multidimensional problem that we are not aware of noise pollution in the school, but it affects our health and the learning environments of the students in the long run. According to the “Sound Insulation Regulation” which was started to be implemented in our country, the noise level of the school with the lowest class C acoustic performance is 39dB; it should be around 54dB during education and training. However, the noise in our schools in particular is about twice the noise of these borders. The research was carried out in an interdisciplinary approach with academicians from the Faculty of Education, the Engineering Faculty and the Medical School. The mixed method and partcularly the convergent parallel pattern are used. Quantitative data includes the questionnaires for teachers and students with noise and resonance data collected from the schools, while qualitative data are used for observation, interview and document analysis. A school has been guided to make acoustical improvements to the new building. The results suggest that the noise and resonance values in this school are lower than the other schools that did not have any acoustical improvements. The sound levels in this school were 63 dB in the classroom during the course, 47 dB in the corridor; 68dB in the classroom and 69dB in the corridor. The resonance values are in the range of 1.2-1.4 seconds and are close to the values in the regulation (0.8-1.2s). The background noise corresponds to the B-C range. Noise levels of schools without isolation were found to be between 65-70 dB during the lesson time and 80 dB during the recess. The results show that the noise level of school with isolation is the closest to the upper limit of noise specified in the regulation is a remarkable difference from the suspended ceiling and the plastic PVC that covers on the floor. In some schools, noise levels have decreased, some have been reduced and increased, and no school has reached the limit values specified in the new regulation. The times when noise is highest were found as recess times, entrance and exit to the school, and the lunch times which is about 80 dB. The increase in the number of teachers and students, saying that "Noise is very uncomfortable" indicates that awareness training is effective and that stakeholders are now more disturbed by the same amount of noise they are exposed to. However, the fact that the noise is still above the limit values indicates that education alone is not sufficient and that it is necessary to start implementing the “Sound Insulation Regulation” that goes into effect earlier. When awareness training against noise is started in acoustically improved schools, with the support of other stakeholders, it is thought that a quieter, peaceful, and calm life quality can be achieved in every area of social life.
Noise pollution in school is a multidimensional problem that we are not aware of noise pollution in the school, but it affects our health and the learning environments of the students in the long run. According to the “Sound Insulation Regulation” which was started to be implemented in our country, the noise level of the school with the lowest class C acoustic performance is 39dB; it should be around 54dB during education and training. However, the noise in our schools in particular is about twice the noise of these borders. The research was carried out in an interdisciplinary approach with academicians from the Faculty of Education, the Engineering Faculty and the Medical School. The mixed method and partcularly the convergent parallel pattern are used. Quantitative data includes the questionnaires for teachers and students with noise and resonance data collected from the schools, while qualitative data are used for observation, interview and document analysis. A school has been guided to make acoustical improvements to the new building. The results suggest that the noise and resonance values in this school are lower than the other schools that did not have any acoustical improvements. The sound levels in this school were 63 dB in the classroom during the course, 47 dB in the corridor; 68dB in the classroom and 69dB in the corridor. The resonance values are in the range of 1.2-1.4 seconds and are close to the values in the regulation (0.8-1.2s). The background noise corresponds to the B-C range. Noise levels of schools without isolation were found to be between 65-70 dB during the lesson time and 80 dB during the recess. The results show that the noise level of school with isolation is the closest to the upper limit of noise specified in the regulation is a remarkable difference from the suspended ceiling and the plastic PVC that covers on the floor. In some schools, noise levels have decreased, some have been reduced and increased, and no school has reached the limit values specified in the new regulation. The times when noise is highest were found as recess times, entrance and exit to the school, and the lunch times which is about 80 dB. The increase in the number of teachers and students, saying that "Noise is very uncomfortable" indicates that awareness training is effective and that stakeholders are now more disturbed by the same amount of noise they are exposed to. However, the fact that the noise is still above the limit values indicates that education alone is not sufficient and that it is necessary to start implementing the “Sound Insulation Regulation” that goes into effect earlier. When awareness training against noise is started in acoustically improved schools, with the support of other stakeholders, it is thought that a quieter, peaceful, and calm life quality can be achieved in every area of social life.
Description
Keywords
Okulda gürültü, Gürültü kirliliği, Eğitim yönetimi, Okulda gürültü kontrolü, Noise, Noise pollution in schools, Noise control at school, Education management
Citation
Bulunuz, M. vd. (2021). Okuldaki gürültü kirliliği: Nedenleri, etkileri ve kontrol edilmesi. Bursa: Bursa Uludağ Üniversitesi.