https://doi.org/10.1177/10538259211019088
Journal: Journal of Experiential Education, 2021, №1, p.7-31
Publisher: SAGE Publications
Author: Genell W. Ebbini
Abstract
Background: Biophilia is becoming an important theme in contemporary design practice. Research in this area has demonstrated measurable improvements in human health and wellbeing when built environments are able to connect people to nature. However, there is much debate about how design students can best learn to fluidly implement biophilic principles in their work. Purpose: This article describes an action research study conducted by design educators to evaluate experiential learning techniques in health care–focused interior design studio courses. The goal was to improve students’ creative synthesis in applying biophilic principles. Methodology/Approach: The author followed the four steps of action research—planning, action, observation, and reflection—in developing and evaluating a new experiential learning framework. An observational approach was used to assess student projects and the effectiveness of these teaching methods. Findings/Conclusions: Students who participated in the experiential learning activities demonstrated a relatively higher degree of holistic integration of biophilic principles in their design projects. Implications: While the observational findings are provisional evidence, these results provide insights into the advantages that experiential pedagogies may have in helping students to integrate and apply design knowledge. The ability to connect biophilic design principles to direct personal experiences appears to enhance creative synthesis in student work.
List of references
- Allison P., Seaman J. (2017, 9 September). Experiential education. Encyclopedia of Educational Philosophy and Theory. https://doi.org/10.1007/978-981-287-532-7_449-1
https://doi.org/10.1007/978-981-287-532-7_449-1 - Balagtas C. R., New Design Ideas, № 3, с. 164
- Bourdieu P. (1977). Structures, habitus, power: Basis for a theory of symbolic power. In Nice R. (Trans.), Outline of a theory of practice. (Cambridge Studies in Social and Cultural Anthropology, pp. 159–197). https://doi:10.1017/CBO9780511812507.006.
https://doi.org/10.1017/CBO9780511812507.006 - Breunig M. (2005). Turning experiential education and critical pedagogy theory into praxis. Journal of Experiential Education, 28(2), 106–122. https://doi.org/10.1177/105382590502800205
https://doi.org/10.1177/105382590502800205 - Browning B. (2018, September 27). Biophilic design, more than just plants! The Blog. https://www.terrapinbrightgreen.com/blog/2018/09/biophilic-design-just-plants/
- Browning W., Ryan C., Clancy J. (2014). Fourteen patterns of biophilic design: Improving health and wellbeing in the built environment. Terrapin Bright Green. https://www.terrapinbrightgreen.com/wp-content/uploads/2014/09/14-Patterns-of-Biophilic-Design-Terrapin-2014p.pdf
- Ciravoğlu A. (2014). Notes on architectural education: An experimental approach to design studio. Procedia: Social and Behavioral Sciences, 152, 7–12. https://doi.org/10.1016/j.sbspro.2014.09.146
https://doi.org/10.1016/j.sbspro.2014.09.146 - Dewey J., Experience and nature
- Dewey J., How we think: A restatement of the relation of reflective thinking to the educative process
- Dewey J., Experience and education. Vol. 13 of Later Works, 1935–1953
- Djabarouti J., O’Flaherty C. (2019). Experiential learning with building craft in the architectural design studio: A pilot study exploring its implications for built heritage in the UK. Thinking Skills and Creativity, 32, 102–113. https://doi.org/10.1016/j.tsc.2019.05.003
https://doi.org/10.1016/j.tsc.2019.05.003 - Ebbini G., Ryan K. (2017). Ethnographic strategies: A framework for sensemaking and creative synthesis in design studios [Conference session]. Interior Design Educators Council (IDEC) Annual Conference, Chicago, IL, United States. https://experts.umn.edu/en/publications/ethnographic-strategies-framework-for-sensemaking-and-creative-sy
- Fromm E., The heart of man: Its genius for good and evil
- Fromm E., The anatomy of human destructiveness
- Guerin D., Mason B. (1993). An experiential framework for international interior design education. Journal of Interior Design Education and Research, 18(1&2), 51–58. https://doi.org/10.1111/j.1939-1668.1993.tb00072.x
https://doi.org/10.1111/j.1939-1668.1993.tb00072.x - Guiette A., Vandenbempt K. (2015). Learning in times of dynamic complexity through balancing phenomenal qualities of sensemaking. Management of Learning, 47(1), 83–99. https://doi.org/10.1177/1350507615592112
https://doi.org/10.1177/1350507615592112 - Heerwagen J. (2009). Biophilia, health, and well-being. In Campbell L., Wiesen A. (Eds.), Restorative commons: Creating health and well-being through urban landscapes (pp. 39–57). United States Department of Agriculture. https://www.nrs.fs.fed.us/pubs/gtr/gtr_nrs-p-39r.pdf
- Hendrix D., Myneni L., Narayanan H., Ross M. (2010). Implementing studio-based learning. In Proceedings of the 41st ACM technical symposium on computer science education (pp. 505–509). Association for Computing Machinery. https://doi.org/10.1145/1734263.1734433
https://doi.org/10.1145/1734263.1734433 - Huber A. (2018). Exploring interior designers’ research utilization strategies and information-seeking behaviors. Journal of Interior Design, 43, 11–31. https://doi.org/10.1111/joid.12119
https://doi.org/10.1111/joid.12119 - Ives C. D., Abson D. J., von Wehrden H., Dorninger C., Klaniecki K., Fischer J. (2018). Reconnecting with nature for sustainability. Sustainability Science, 13(5), 1389–1397. https://doi.org/10.1007/s11625-018-0542-9
https://doi.org/10.1007/s11625-018-0542-9 - Kellert S. R., Building for life: Designing and understanding the human-nature connection
- Kellert S. R., Biophilic design, с. 3
- Kellert S. R., Nature by design: The practice of biophilic design
- Kellert S. R., Calabrese E. F. (2015). The practice of biophilic design. Biophilic Design. www.biophilic-design.com
- Kellert S. R., The biophilia hypothesis
- Kitchenham A. (2008). The evolution of John Mezirow’s transformative learning theory. Journal of Transformative Education, 6(2), 104–123. https://doi.org/10.1177/1541344608322678
https://doi.org/10.1177/1541344608322678 - Kolb D., Experiential learning: Experience as the source of learning and development
- Kolko J. (2010). Abductive thinking and sensemaking: The drivers of design synthesis. Design Issues, 26(1), 15–28. https://doi.org/10.1162/desi.2010.26.1.15
https://doi.org/10.1162/desi.2010.26.1.15 - Kuh G. D., High-impact educational practices: What they are, who has access to them, and why they matter
- Lewin K. (1946). Action research and minority problems. Journal of Social Issues, 2(4), 34–46. https://doi.org/10.1111/j.1540-4560.1946.tb02295.x
https://doi.org/10.1111/j.1540-4560.1946.tb02295.x - Louv R., Last child in the woods: Saving our children from nature deficit disorder
- Marshalsey L. (2015). Investigating the experiential impact of sensory affect in contemporary communication design studio education. International Journal of Art & Design Education, 34(3), 336–348. https://doi.org/10.1111/jade.12086
https://doi.org/10.1111/jade.12086 - Mezirow J. (1997). Transformative learning: Theory to practice. New Directions for Adult and Continuing Education, 74, 5–12. https://doi.org/10.1002/ace.7401
https://doi.org/10.1002/ace.7401 - Novak J., Cañas A. J. (2006). The origins of the concept mapping tool and the continuing evolution of the tool. Information Visualization, 5(3), 175–184. https://doi.org/10.1057/palgrave.ivs.9500126
https://doi.org/10.1057/palgrave.ivs.9500126 - Orr D., Ecological literacy: Education and the transition to a postmodern world
- Qualters D. M. (2010). Making the most of learning outside the classroom. New Directions for Teaching and Learning, 124, 95–99. https://doi.org/10.1002/tl.427
https://doi.org/10.1002/tl.427 - Schön D., The reflective practitioner: How professionals think in action
- Seaman J. (2008). Experience, reflect, critique: The end of the “learning cycles” era. Journal of Experiential Education, 31(1), 3–18. https://doi.org/10.1177/105382590803100103
https://doi.org/10.5193/JEE.31.1.3 - Seaman J., Nelsen P. J. (2011). An overburdened term: Dewey’s concept of “experience” as curriculum theory. Education and Culture, 27(1), 5–25. https://doi.org/10.1353/eac.2011.0005; https://muse.jhu.edu/article/439349
https://doi.org/10.1353/eac.2011.0005 - Swann C. (2002). Action research and the practice of design. Design Issue, 18(2), 49–61. http://www.spatialdesign.info/blog/wp-content/uploads/2007/12/Swann_DesIss_2002.pdf
https://doi.org/10.1162/07479360252756287 - Willis J. (1995). A recursive, reflective instructional design model based on constructivist-interpretivist theory. Educational Technology, 35(6), 5–23. https://www.jstor.org/stable/44428302
- Zuber-Skerritt O. (1993). Improving learning and teaching through action learning and action research. Higher Education Research & Development, 12(1), 45–58. https://doi.org/10.1080/0729436930120105
https://doi.org/10.1080/0729436930120105
About this publication
| Number of citations | 0 |
| Number of works in the list of references | 42 |
| Journal indexed in Scopus | Yes |
| Journal indexed in Web of Science | Yes |
ASJC classification
| 3304 | Education |
