Transformative Design Pedagogy
Teaching Biophilic Design Through Experiential Learning
Bibliographic Data
| ID | 21634606 |
|---|---|
| Authors | Genell W Ebbini (0000-0002-8653-477X, Indiana State University, Terre Haute, USA, corresponding author) |
| Year | 2022 |
| Volume | 45 |
| Issue | 1 |
| Pages | 7-31 |
| Publication date | 2022-03-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Experiential Education (JOURNAL) |
| Journal identifiers | ISSN: 1053-8259 • E-ISSN: 2169-009X |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/10538259211019088 |
| OpenAlex | W3170706988 |
| Language | EN |
| Citations received | 3 |
| References cited | 26 |
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
Action research · Design studio · Engineering ethics · Experiential education · Experiential learning · Pedagogy · Studio · Transformative learning · Architecture, Design, and Social History · Design Education and Practice · Educational Environments and Student Outcomes · Engineering · Psychology
Biophilia
Last child in the woods – saving our children from nature‐deficit disorder
The Evolution of John Mezirow's Transformative Learning Theory
Transformative Learning
The reflective practitioner
The anatomy of human destructiveness
Structures, Habitus, Power
Reconnecting with nature for sustainability
Action Research and Minority Problems
| Unique citing works | 3 |
|---|---|
| Citations per year | 3 |
| Citation span | 2026 - 2026 (1) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 3 |