Transformative Design Pedagogy: Teaching Biophilic Design through Experiential Learning

Autor/in	Ebbini, Genell W.
Titel	Transformative Design Pedagogy: Teaching Biophilic Design through Experiential Learning
Quelle	In: Journal of Experiential Education, 45 (2022) 1, S.7-31 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ebbini, Genell W.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1053-8259
DOI	10.1177/10538259211019088
Schlagwörter	Experiential Learning; Physical Environment; Student Projects; Active Learning; Teaching Methods; Interior Design; Health Services; Action Research; Holistic Approach; Instructional Effectiveness; Outcomes of Education; Visualization; Higher Education + Suchen Sie Ihr Suchwort? Experiental learning; Erfahrungsorientiertes Lernen; Natürliche Umwelt; Schulprojekt; Aktives Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Raumgestaltung; Health service; Gesundheitsdienst; Gesundheitswesen; Projektforschung; Holistischer Ansatz; Unterrichtserfolg; Lernleistung; Schulerfolg; Visualisation; Visualisierung; Hochschulbildung; Hochschulsystem; Hochschulwesen
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01