Biophilic design is practice of incorporating nature into
the built environment. The basic tenant of biophilic design is that the
positive experience of natural systems in our buildings and landscapes remains
critical to human performance and wellbeing (Kellert et al, p. iii).
Browning et al, (2014) describes 14 patterns of biophilic design and how they relate in a general sense for the purpose of addressing universal issues of human health and wellbeing (e.g., stress, visual acuity, hormone balance, creativity) within the built environment, rather than program-based or sector-specific space types (e.g. school classrooms). These fourteen patterns: Visual Connection with Nature, Non-Visual Connection with Nature, Non-Rhythmic Sensory Stimuli, Thermal & Airflow Variability, Presence of Water, Dynamic & Diffuse Light, and Connection with Natural Systems, Biomorphic Forms & Patterns, and Material Connection with Nature, Complexity & Order, Prospect, Refuge, Mystery and Risk/Peril could easily be considered relevant to a classroom or whole school environment.
The very nature of school makes it stressful. The learning environment for most students consists of an open plan classroom where distractions and noise are plentiful. Jahncke (2012) describes how open-plan office noise can have a negative impact on fatigue, motivation and performance. However research conducted by Alvarsson et al., (2010) shows that exposure to nature sounds, when compared to urban or office noise, accelerates physiological and psychological restoration faster after a psychological stressor and reduces cognitive fatigue and helps motivation (Jahncke et al., 2011).
Research into water patterns and environments containing water elements showed they reduced stress, increased feelings of tranquillity, lowered heart rate and blood pressure, improved concentration and memory restoration and enhanced perception and psychological and physiological responsiveness (Browning et al., 2014).
Visual and non-visual connections with nature, material connection with nature, prospect (an unimpeded view over a distance), a place of refuge from the main flow of activity, thermal and airflow variability and non-rhythmic sensory stimuli (encouraging the use of natural sensory stimuli that unobtrusively attract attention) have all been found to have significant positive effects on cognitive performance (Browning et, al., 2014). The research clearly shows that the cognitive ability and emotional wellbeing of students is significantly increased by designing or embedding nature into learning environments.
Nature is unsurpassed as a teaching environment but is increasingly neglected in favour of a virtual or artificial world that has little or no resemblance to the actual world in which the student lives. For some, this reliance on technology for stimulation combined with a lack of connection with the natural physical world has led to a “tech addiction” which has then developed into more complex psychological issues.
By integrating nature into the design of classrooms or whole school environments it not only creates an environment where students and teachers can thrive but also has a flow on effect of providing an environment where enquiry based education can take place. For example, the development of a bush classroom in a school brings with it the benefits of biophilic design as previous discussed, but also provides an environment for students to observe and research how nature deals with and overcomes specific issues, and how these lessons can be practically applied to solve human problems. This study of the products, processes and policies of the natural world and how they can be mimicked to solve human problems is known as Biomimicry.
Browning et al, (2014) describes 14 patterns of biophilic design and how they relate in a general sense for the purpose of addressing universal issues of human health and wellbeing (e.g., stress, visual acuity, hormone balance, creativity) within the built environment, rather than program-based or sector-specific space types (e.g. school classrooms). These fourteen patterns: Visual Connection with Nature, Non-Visual Connection with Nature, Non-Rhythmic Sensory Stimuli, Thermal & Airflow Variability, Presence of Water, Dynamic & Diffuse Light, and Connection with Natural Systems, Biomorphic Forms & Patterns, and Material Connection with Nature, Complexity & Order, Prospect, Refuge, Mystery and Risk/Peril could easily be considered relevant to a classroom or whole school environment.
The very nature of school makes it stressful. The learning environment for most students consists of an open plan classroom where distractions and noise are plentiful. Jahncke (2012) describes how open-plan office noise can have a negative impact on fatigue, motivation and performance. However research conducted by Alvarsson et al., (2010) shows that exposure to nature sounds, when compared to urban or office noise, accelerates physiological and psychological restoration faster after a psychological stressor and reduces cognitive fatigue and helps motivation (Jahncke et al., 2011).
Research into water patterns and environments containing water elements showed they reduced stress, increased feelings of tranquillity, lowered heart rate and blood pressure, improved concentration and memory restoration and enhanced perception and psychological and physiological responsiveness (Browning et al., 2014).
Visual and non-visual connections with nature, material connection with nature, prospect (an unimpeded view over a distance), a place of refuge from the main flow of activity, thermal and airflow variability and non-rhythmic sensory stimuli (encouraging the use of natural sensory stimuli that unobtrusively attract attention) have all been found to have significant positive effects on cognitive performance (Browning et, al., 2014). The research clearly shows that the cognitive ability and emotional wellbeing of students is significantly increased by designing or embedding nature into learning environments.
Nature is unsurpassed as a teaching environment but is increasingly neglected in favour of a virtual or artificial world that has little or no resemblance to the actual world in which the student lives. For some, this reliance on technology for stimulation combined with a lack of connection with the natural physical world has led to a “tech addiction” which has then developed into more complex psychological issues.
By integrating nature into the design of classrooms or whole school environments it not only creates an environment where students and teachers can thrive but also has a flow on effect of providing an environment where enquiry based education can take place. For example, the development of a bush classroom in a school brings with it the benefits of biophilic design as previous discussed, but also provides an environment for students to observe and research how nature deals with and overcomes specific issues, and how these lessons can be practically applied to solve human problems. This study of the products, processes and policies of the natural world and how they can be mimicked to solve human problems is known as Biomimicry.