PDF(Pubmed)
Abstract：
In the resource-constrained South African education sector, infrastructure considered temporary or a backup in other countries is used as permanent classrooms, primarily but not exclusively in lower-income areas. Children\'s cognitive performance and comfort are directly impacted by indoor air quality. Temperature, relative humidity, particulate matter and CO2 levels, substantial determinants of air quality and thermal comfort, have not been investigated across different classroom building and infrastructure types. We measure these parameters with 11-min intervals in 24 classrooms at schools in Stellenbosch, South Africa. These classrooms consist of a range of different infrastructure types. Container classrooms with and without insulation, mobile (prefabricated) classrooms, and brick classrooms of different configurations are included. Measurements are concurrently sampled over ten months (249 days, still ongoing) across multiple seasons with relevant metadata, including ambient weather conditions, school days and times, and electricity availability in the (South) African context, which impacts air conditioning usage. This dataset provides valuable insights into true learning conditions in South African classrooms.
摘要：
在资源有限的南非教育部门，在其他国家被视为临时或备用的基础设施被用作永久性教室，主要但不限于低收入地区。室内空气质量直接影响儿童的认知表现和舒适度。温度,相对湿度,颗粒物和二氧化碳水平，空气质量和热舒适度的重要决定因素，尚未对不同的教室建筑和基础设施类型进行调查。我们在斯泰伦博斯学校的24个教室中以11分钟的间隔测量这些参数，南非。这些教室由一系列不同的基础设施类型组成。带绝缘和不带绝缘的集装箱教室，移动（预制）教室，包括不同配置的砖教室。测量在十个月(249天，仍在进行中)跨多个季节使用相关元数据，包括环境天气条件，上学的日子和时间，和(南)非洲背景下的电力供应，这会影响空调的使用。该数据集提供了有关南非教室真实学习条件的宝贵见解。
