الفهرس 
URBAN SPACES AT SECONDARY SCHOOLSOnly 14 pages are availabe for public view
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Abstract
Behavioral factors have become an important value, integrated with other values such as function, affecting the built environment. Accordingly, new terms in research, such as environment-behavior studies (EBS), have arisen. Behavior setting is one of these studies that can be considered as an important attempt to understand the psychology of human behavior. This study considered that the ultimate object of design is to create a form that satisfies behavior. Students’ social behaviors at secondary schools, their social interactions, and their gathering areas are among the most significant issues of architectural design. Learning spaces in such type of schools have an elastic environment; this gives the designer some freedom to express space in a way that is not usually considered. Recent architects stated that a well-designed urban-learning place (ULP) will help to create an environment of interaction where students can interact with their peers and their professors, thus enhancing the overall performance of such spaces. Absence of human and social aspects sensibility in the process of designing ULP causes high degrees of misfits in its actual performance. This helps to create an interactive learning environment that is invaluable to the educational process. Therefore, the main goal of the research is to propose a guiding model that provides designers with general design specifications and features for ULP to be used in the primary stages of the design process. Moreover, the research aims to develop this proposed model to work as an evaluation scale for improving ULP at secondary schools.