T.C.

BAŞKENT ÜNİVERSİTESİ
INSTITUTE OF SOCIAL SCIENCES
INTERIOR ARCHITECTURE AND ENVIRONMENTAL DESIGN
MASTER PROGRAM

ANALYSIS OF INTERIOR DESIGN REQUIREMENTS FOR

KINDERGARTEN CLASSROOMS WITH RESPECT TO LEARNING
ENVIRONMENT ELEMENTS

MASTER’S DEGREE THESIS

SUBMITTED BY

ANA DEL PILAR ROBLEDO MENDEZ

THESIS SUPERVISOR

Asst. Prof. BETÜL BİLGE

ANKARA – 2017
 T.C.
BAŞKENT ÜNİVERSİTESİ
INSTITUTE OF SOCIAL SCIENCES
INTERIOR ARCHITECTURE AND ENVIRONMENTAL DESIGN
MASTER PROGRAM

ANALYSIS OF INTERIOR DESIGN REQUIREMENTS FOR

KINDERGARTEN CLASSROOMS WITH RESPECT TO LEARNING
ENVIRONMENT ELEMENTS

MASTER’S DEGREE THESIS

SUBMITTED BY

ANA DEL PILAR ROBLEDO MENDEZ

THESIS SUPERVISOR

Asst. Prof. BETÜL BİLGE

ANKARA – 2017
 BAŞKENT ÜNİVERSİTESİ
SOSYAL BİLİMLER ENSTİTÜSÜ
YÜKSEK LİSANS ÇALIŞMASI ORİJİNALLİK RAPORU

Tarih: … / … / 20…

Öğrencinin Adı, Soyadı: Ana del Pilar Robledo Mendez

Öğrencinin Numarası: 21410530
Anabilim Dalı: Iç Mimarlık Ve Çevre Tasarımı
Programı :Tezli Yüksek Lisans
Danışmanın Unvanı/Adı, Soyadı: Yrd. Doç. Betül BİLGE
Tez Başlığı: ANALYSIS OF INTERIOR DESIGN REQUIREMENTS FOR
KINDERGARTEN CLASSROOMS WITH RESPECT TO LEARNING
ENVIRONMENT ELEMENTS

Yukarıda başlığı belirtilen Yüksek Lisans tez çalışmamın; Giriş, Ana Bölümler ve Sonuç
Bölümünden oluşan, toplam 134 sayfalık kısmına ilişkin, ….. / ..… / 2017 tarihinde
şahsım/tez danışmanım tarafından Turnitin adlı intihal tespit programından aşağıda
belirtilen filtrelemeler uygulanarak alınmış olan orijinallik raporuna göre, tezimin
benzerlik oranı % ……….’dır.
Uygulanan filtrelemeler:
1. Kaynakça hariç
2. Alıntılar hariç
3. Beş (5) kelimeden daha az örtüşme içeren metin kısımları hariç
“Başkent Üniversitesi Enstitüleri Tez Çalışması Orijinallik Raporu Alınması ve
Kullanılması Usul ve Esaslarını” inceledim ve bu uygulama esaslarında belirtilen azami
benzerlik oranlarına tez çalışmamın herhangi bir intihal içermediğini; aksinin tespit
edileceği muhtemel durumda doğabilecek her türlü hukuki sorumluluğu kabul ettiğimi ve
yukarıda vermiş olduğum bilgilerin doğru olduğunu beyan ederim.

Öğrenci İmzası:………………….

Onay

… / … / 20…

Öğrenci Danışmanı Unvan, Ad, Soyad,

Yrd. Doç. BETÜL BİLGE

Ana del Pilar ROBLEDO MENDEZ tarafından hazırlanan “Analysis Of Interior Design
Requirements For Kindergarten Classrooms With Respect To Learning Environment
Elements” adlı bu çalışma jürimizce Yüksek Lisans Tezi olarak kabul edilmiştir.

Kabul (sınav) Tarihi:................./......./.................

Jüri Üyesinin Unvanı, Adı-Soyadı ve Kurumu: İmzası

Jüri Üyesi: Yrd. Doç. Meyrem YALÇIN

TOBB ETÜ İç Mimarlık ve Çevre Tasarımı Bölümü Öğretim Üyesi

Jüri Üyesi: Prof. Dr. Can Mehmet HERSEK

Başkent Üniversitesi İç Mimarlık ve Çevre Tasarımı Bölümü Öğretim Üyesi

Jüri Üyesi: Yrd. Doç. Betül BİLGE (Danışman)

Başkent Üniversitesi İç Mimarlık ve Çevre Tasarımı Bölümü Öğretim Üyesi

Onay

Yukarıdaki imzaların, adı geçen öğretim üyelerine ait olduğunu onaylarım.

…../…../20….

Prof. Dr. Doğan TUNCER

Enstitü Müdürü
 ACKNOWLEDGMENTS

I owe my initial and sincere gratitude to God, for accompanying me and guiding me
all the way through my career, for strengthening my heart and enlightening my mind, for
having put in my way those people who have been my support and companion throughout
the period of study and most of all I’m thankful for the beautiful gift of life.

I especially thank my supervisor Asst. Prof. Betül Bilge for her sincere academic
guidance and support throughout my thesis writing process. Her motivation and affection
have kept me going.

I express my thanks to Asst. Prof. Dr. Meryem Yalçın, for her trust, the dedication
of time and support to the realization of this work, for her direction and confidence.

I would also like to acknowledge all my friends, who have become my family in
this country that has welcomed me as its own. I want them to know how grateful I am to
life for having put them in my way, for their time, for listening to me, to tolerate me in my
bad times but above all for their friendship.

Finally, I must express my very profound gratitude to my greatest treasure in life,

my family, without their support and unconditional love all this would have never been
possible, for understanding my absences and bad moments. For always be there by my side
to encourage me and say the right words in the most difficult moments. Words will never
be enough to express them how much I love them and I thank them for believing in me.

I
 ABSTRACT

Robledo Mendez, Ana del Pilar. Analysis Of Interior Design Requirements For
Kindergarten Classrooms With Respect To Learning Environment Elements, Master’s
Degree Thesis, Ankara, 2017.

Preschool education is the most crucial stage of children’s physical, social,

cognitive and emotional development. Nowadays it is very common that both parents
work, while their kids are cared by teachers, therefore an effective classroom design should
provide the child with the right facilities for the efficient development of his/her
personality since they spend much of their time in such settings. The present study gathers
the overall information of elements within learning environments, children’s needs and the
response of surveyed teachers. Providing general considerations for an effective
implementation of three alternative teaching methods within learning environments. The
study analyzes the interaction of three teaching methods with the classroom design and it
suggests what responsible educational institutions and especially designers can do at a
general level to contribute to the improvement of early education. The study is designed
using descriptive research method, scientific observation and to collect data 24 participants
from Ankara (Turkey) were surveyed. Three different schools were analyzed by means of
interior design criteria within learning environments to determine how classroom design
supports the teaching-learning process and follows the principles of three teaching
methods. Existing research and the data gathered were subsequently used to provide
considerations for a proper design of a kindergarten classroom, supportive for the activities
that both children and teachers perform on a daily basis, also within this framework the
elements that contribute to children skills development as features of the learning
environment were determined.

Keywords: Interior Design, Learning environment, Generation Alpha, STEM

Education, Multiple Intelligence Theory, Montessori Method.

II
 ÖZET

Robledo Mendez, Ana del Pilar. Öğretici Çevre Değerlerine Göre Çocuk Yuvası
Sınıflarının İç Mekan Tasarım Gereksinimleri, Yüksek Lisans Tezi, Ankara,2017.

Okul öncesi eğitim çocukların bedensel, sosyal, bilişsel ve duygusal gelişimi için
en önemli evredir. Günümüz şartları gereği ebeveynlerin çalışmasıyla birlikte, çocuklar
erken yaştan itibaren yuvaya gitmekte ve öğretmenler tarafından eğitilip, bakılmaktadır.
Çocukların zamanlarının büyük bir bölümünü geçirdikleri bu ortamlarda, kişiliklerinin
verimli bir şekilde gelişmesi açısından, etkin bir sınıf tasarımının sağlanması gereği
ortadadır. Bu güncel çalışma, günümüz öğrenme alanları içerisinde etkin olarak kullanılan
üç öğretim yöntemini esas almaktadır. Çalışmada STEM Eğitimi, Çoklu Zeka Teorisi ve
Montessori Metod’un birbiri ile etkileşimi analiz edilmiş ve ortak hedefler öğretici çevre
değerleri açısından ele alınarak, sınıf iç mekan tasarım gereksinimlerine yanıt aranmıştır.
Bu bağlamda, tanımlayıcı araştırma yöntemi, bilimsel gözlem ve anket üzerinden
değerlendirmeye alınmıştır. Üç farklı method ile eğitim veren anaokullarının öğrenme ve
öğretme süreci verileri alınmış ve sınıf iç mekanları incelenmiştir. Elde edilen veriler,
eğitim modellerinin ortak hedefleri gözetilerek, öğretici çevre mekansal değerleri açısından
ele alınmış ve sınıf iç mekanlarında alfa jenerasyonuna yönelik beceri ve gelişimlerini
destekleyici iç mekan gereksinimleri değerlendirilmiştir.

Anahtar Kelimeler: İç Mekan Tasarımı, Öğretici Çevre, Alfa Jenerasyonu, STEM

Eğitimi, Çoklu Zeka Teorisi, Montessori Metod.

III
 TABLE OF CONTENTS

ACKNOWLEDGMENTS ..................................................................................................... I
ABSTRACT ......................................................................................................................... II
ÖZET ................................................................................................................................... III
TABLE OF CONTENTS .................................................................................................... IV
LIST OF TABLES .............................................................................................................VII
LIST OF FIGURES .......................................................................................................... VIII
ABREVIATIONS ................................................................................................................ IX
CHAPTER I: INTRODUCTION .......................................................................................... 1
1.1.AIM OF THE RESEARCH....................................................................................... 2
1.2.TARGET GROUP OF THE RESEARCH.................................... ............................ 3
1.3.METHODOLOGY............................................................................ ........................ 5

CHAPTER II LEARNING ENVIRONMENTS OF THE 21st CENTURY ......................... 7

2.1.Learning environments Of The 21st Century ............................................................ 7
2.1.1. Space As A Learning Environment ............................................................... 9
2.1.2. Classroom As An Essential Space Of Learning .......................................... 12
2.1.3. Elements Within Learning environments .................................................... 13
2.1.3.1.Flexibility .............................................................................................. 13
2.1.3.2.Comfort ................................................................................................. 15
2.1.3.3.Aesthetics…………………………………………………………..…. 16
2.1.3.4.Learner Centered……………………………………………………. .. 18
2.1.3.5.Community Involvement………………..…………………………..…20
2.1.3.6.Encourage Independence………………………………………………22
2.1.3.7.Creativeness………………………………………………………...… 24
2.1.3.8.Combines Digital And Physical Environment………………………... 25
2.1.3.9.Contact With Outdoor Spaces……………………………………….. . 27
2.2.Education In The 21st Century ................................................................................ 29
2.3.The Child Of The 21st Century As An Active Agent ............................................. 30
2.4.Generations .............................................................................................................. 31
2.4.1. Generation Alpha And Their Characteristics .............................................. 34

CHAPTER III ALTERNATIVE TEACHING METHODS OF THE 21st CENTURY ..... 37

3.1.Education ................................................................................................................. 37
3.1.1. Preschool Education Concept ...................................................................... 37
3.1.2. Brief History Of Preschool Education ......................................................... 38
3.1.3. Effects Of Learning environments On Children Learning Process ............. 39
3.1.4. Alternative Teaching Methods .................................................................... 41

IV
3.2.STEM Education ..................................................................................................... 46
3.2.1. Principles Of STEM Education ................................................................... 48
3.2.1.1.Students’ Prior Knowledge .................................................................... 48
3.2.1.2.Students Organize Information And Apply New Knowledge ............... 49
3.2.1.3.Students’ Motivation Influence Learning Process ................................ 49
3.2.1.4.Development Of Student Skills ............................................................. 50
3.2.1.5.Goal-Directed Practice .......................................................................... 51
3.2.2. Self-Directed Learning ................................................................................ 52
3.2.3. Design Recommendations For STEM Facilities ......................................... 52
3.2.4. Importance Of STEM Education In The 21st Century ................................ 55
3.3.Multiple Intelligence Theory ................................................................................... 56
3.3.1. Types Of Intelligences ................................................................................. 59
3.3.1.1.Linguistic ............................................................................................... 59
3.3.1.2.Logical–Mathematical ........................................................................... 60
3.3.1.3.Visual–Spatial........................................................................................ 61
3.3.1.4.Body–Kinesthetic .................................................................................. 61
3.3.1.5.Musical–Rhythmic ................................................................................ 62
3.3.1.6.Interpersonal .......................................................................................... 63
3.3.1.7.Intrapersonal .......................................................................................... 63
3.3.1.8.Naturalistic ............................................................................................ 64
3.3.2. Principles Of Multiple Intelligence Theory ................................................. 65
3.3.2.1.Intelligence Is Not Singular: Intelligences Are Multiple ...................... 65
3.3.2.2.Every Person Is A Unique Blend Of Dynamic Intelligences ................ 65
3.3.2.3.Intelligences Vary In Development, Both Within And Among
Individuals ............................................................................................. 66
3.3.2.4.All Intelligences Are Dynamic .............................................................. 67
3.3.2.5.Intelligences Interact With Each Other, Otherwise Nothing Could Be
Achieved ................................................................................................ 67
3.3.3. Multiple Intelligences In The Classroom Layout ........................................ 68
3.3.4. Importance Of Multiple Intelligence Theory In The 21st Century ............. 71
3.4.Montessori ............................................................................................................... 72
3.4.1. Montessori Method ...................................................................................... 72
3.4.2. Principles Of The Montessori Method ........................................................ 73
3.4.2.1.Respect For The Child .......................................................................... 73
3.4.2.2.Self-Directed Learning .......................................................................... 74
3.4.2.3.Absorbent Mind ..................................................................................... 74
3.4.2.4.Sensitive Periods ................................................................................... 75
3.4.3. Prepared Environment And Its Principles.................................................... 75
3.4.4. Importance Of Montessori Method In The 21st Century............................. 78
3.5.Main Aspects Of The Alternative Teaching Methods ............................................. 79
3.5.1. Common Aspects Among The Three Alternative Teaching Methods ........ 85

V
CHAPTER IV: ANALYSIS OF THE DATA ..................................................................... 90
4.1.Hypothesis ............................................................................................................... 90
4.2.Method ..................................................................................................................... 90
4.2.1. Design And Implementation Of The Survey ............................................... 91
4.2.2. Participants .................................................................................................. 92
4.2.3. Environmental Setting ................................................................................. 93
4.2.4. Analysis Of The Data .................................................................................. 95
4.3.Results ..................................................................................................................... 95

CHAPTER V: DISCUSSION AND CONCLUSIONS .................................................... 106

REFERENCES .................................................................................................................. 126

APPENDICES ................................................................................................................... 136

APPX. I Survey English Language .............................................................................. 136
APPX. II Survey Turkish Language ............................................................................. 139
APPX. III Reliability Statistics Cronbach’s Alpha ...................................................... 142

VI
 LIST OF TABLES

Table 1. Generations Defined, 2012 .................................................................................... 33

Table 2. Characteristics Of The Alternative Teaching Methods ......................................... 81
Table 3. Demographic Information ..................................................................................... 92
Table 4. Evaluate The Application Of Teaching Method In The Learning environment ... 95
Table 5. Evaluate The Space Implementation In Terms Of The Role Of Student As An
Active Agent ........................................................................................................................ 96
Table 6. Evaluate The Space Implementation In Terms Of The Role Of Teacher As Guide
And Observer....................................................................................................................... 98
Table 7. Evaluate The Furniture And Materials In Terms Of Implementation Of The
Teaching Method ................................................................................................................. 99
Table 8. Evaluate The Learning Environment Design According To The Teaching Method
........................................................................................................................................... 101
Table 9. Educators’ Perspective In Terms Of The Teaching Method Applied ................. 102

VII
 LIST OF FIGURES

Figure 1. The Lower School Stem Lab ............................................................................... 53

Figure 2. Push And Pull-Kindergarten ................................................................................ 53
Figure 3. Students Think Both Independently And Cooperatively ..................................... 54
Figure 4. Technologic Tools Used In A Stem Classroom ................................................... 55
Figure 5. Reading Center In A Bilingual School In Tiajin .................................................. 68
Figure 6. Temporary Space Depending On The Theme Of The Month.............................. 69
Figure 7. Music Class At The Lecture Center ..................................................................... 69
Figure 8. Art Center Where Diverse Intelligences Are Promoted ....................................... 70
Figure 9. Bilingual School In Tiajin, Multiple Intelligence Classroom .............................. 70
Figure 10. Montessori Classroom........................................................................................ 76
Figure 11. Children Interact With Nature ............................................................................ 77
Figure 12. Children Use Child-Sized Materials .................................................................. 77
Figure 13. The Montessori School Ee.Uu ........................................................................... 77
Figure 14. Children Have The Freedom To Manipulate Sensory Materials ....................... 78
Figure 15. Photographs Of The Different Learning environments Visited During The
Research............................................................................................................................... 93
Figure 16. Photographs Of The Different Materials And Tools In The Kindergartens ...... 94
Figure 17. Graph With A Comparison Among The Learning environment In Terms Of
Alternative Teaching Method Application ........................................................................ 104
Figure 18. Venn Diagram, Relation Between Data Gathered For The Study ................... 109

VIII
 ABBREVIATIONS

MI: Multiple Intelligence

STEM: Science, Technology, Engineering and Mathematics
PBL: Project Based Learning
NSW: New South Wales
AIKA: Asociación Internacional de Kinesiología Avanzada
(International Association of Advanced Kinesiology)

IX
 CHAPTER I

INTRODUCTION

Currently child care services operate including a variety of factors, whether using
new buildings, constructed buildings, renewed spaces or built on purpose. These factors,
along with children's ages, type of service, community, physical environments, and so
forth, involve challenges or opportunities for children (Stonehouse, A., 2011). It has
always been said that children are the hope of tomorrow, however, our attention is still
focused on their material and intellectual needs, which are not enough to educate them.
Currently, we need more developed intelligence that achieve a global view for the solution
of problems, we need open, flexible minds, able to relate the parts, see the totality and offer
practical and creative solutions. Preschools have become an important part of a child’s
main learning experience, as well as the concept of environment as a third teacher in
children’s learning process, recognize that there are many factors that can improve or
interfere with children’s education (Stonehouse, A., 2011). Learning environments affect
children’s behavior, however, adults are prone to forget that the environments in which
children live, grow, learn, and play leave a lasting impression. As interior design continues
to press forward, it is becoming increasingly important to evaluate the ways in which we
design for children. With design, the opportunity to not only shape and improve physical
space but the ability to positively impact the lives of the people who inhabit the space is
given. However, this gap between childhood and adulthood can be bridged to create
nurturing spaces that are supportive of the activities that both young children and adults
perform on a daily basis (Lynn West, T. 2011). Learning environments provide quality to
education, form, help or interrupt the development and learning of children. The
environment is constituted by physical, social, cultural, pedagogical, human, historical
elements that are interrelated, supporting or limiting the interaction, communication,
identity, sense of belonging and independence in children (Castro, M. & Morales, M.,
2015). This reality is directly connected with the type of education needed to give to the
future generation, through spaces that cultivate the intelligence of the future and cultivate
the autonomy of the student. Jaramillo (2007) reinforces this idea when considering that
the classroom is essential in favoring the physical, social and cognitive development of
children and that in turn can favor the development of skills required in the future. This

1
research analyzes the current children needs and alternative teaching methods, as well as
the relation of these with the elements of a learning environment, the possibilities of them
and how by taking them into account the learning process is facilitated, the educational
quality is achieved and the creation of spaces afford children's needs, among other aspects.

1.1 AIM OF THE RESEARCH

Teaching methods and ideas are changing fast but still, most of the students study in the
conventional classrooms. Some of the current learning environments are designed for a
type of unidirectional and passive teaching without being based on a teaching method
while at the same time children’s interests, lifestyles, and mentalities are changing quickly
as modern methods are made for children to work in groups, explore together or
individually, constantly feeding back. However, we easily do not consider how built
environments influence children’s development and special attention is often not given to
the use of specific guidelines for preschool learning environments design, leaving behind
the idea of what a preschool garden refers. Unfortunately, the space designed for specific
uses is based on the mentality of adults. While the child is a flexible being who is just
beginning to discover the world and his/her spaces. Therefore by giving a specific meaning
to each space, the child is taken away the opportunity to give it his own meaning.
Moreover, classrooms could become scenarios that limit students' learning because they
may not have been given good management of classroom design and educational
environments are often non-articulated, that is, a large rectangular or square space with one
focus of attention.

For that reason, it will be necessary to know how to provide an environment in

accordance with age, psychology, development, identity, knowledge, and skills for the
children based on effective teaching method. The design of learning environments for
children is one of these tools. Thus it is the responsibility of the designers and educators to
know the needs, aspirations, and interests of the children. Interior design needs, therefore,
be an informed, interdisciplinary process of both, the variables that it incorporates and the
ones that can become tools for the development of the child. It is a matter of conceiving the
space-school as an educator in itself, generating spaces that invite movement, freedom and

2
not to silence, spaces designed according to a clear idea of education and not designed by
repetition.

This thesis aims to provide interior space design characteristics for an effective
learning environment design within preschool classrooms, based on three alternative
teaching methods applied in the 21st century learning environments, by providing their
definition, objectives, principles, and importance in the present time.

Sub-objectives of the research

a. Afford enriched information for the new coming educational centers, pursuing the
development of a functional learning environment, effective design criteria and an
interior space design that meets the current needs of the new generation.

b. Determine the current needs of the new generation in terms of education,

interpersonal interactions, skills development, role as active agents of the learning
process and how these affect in spaces design within preschool classrooms.

c. Provide common aspects between preschool education, teaching methods’

principles and elements within learning environments for a better understanding of
the importance to improve the quality of early education with respect to the interior
design of learning environments.

1.2 TARGET GROUP OF THE RESEARCH

This study focuses on classrooms for preschoolers, ranging from three to six years
old, group belonging to the alpha generation (born between 2010 and 2035). Likewise for
giving a more specific approach three case studies within Ankara City were taken as a
frame of reference to carry out the study.

The present study limitations are determinate as follows,

a. Geographical limitations: study findings will be limited to three preschool
classrooms selected in the territory of Ankara, Turkey in order to obtain concrete

3
 and factual information regarding the application of teaching methods in the design
learning environments in kindergartens.
b. Targeted group: the study focuses on children aged between three to six years old;
both genders.
c. Space limitations: the study is limited to analyzing the classroom as a learning
environment within kindergartens, place where children develop their skills.
d. Analysis limitations: the analysis will be limited to STEM Education, Multiple
Intelligence, and Montessori Method to provide specific information regarding
these teaching methods, which have been selected for their use nowadays.

At present, the majority of preschool children (3-6 years) attend preschool

classrooms, where professional in charge work together in order to develop physical,
emotional and intellectual development of children. It is, therefore, necessary that this
process is carried out in an appropriate environment that provides to the infant the best and
suitable facilities for their personal development. At this point, this research discusses and
reflects through the history of education which are the most important alternative teaching
methods applied in preschool classrooms currently and how the present situation of
learning environments allows children to improve their skills and apply the teaching
method efficiently. Likewise, this thesis points out the characteristics of the new
generation, their needs, opportunities in what learning process refers and what society
expects from them; it can bring valuable educational and practical outcomes for the initial
period of education process, especially when different disciplines are brought together.
This study aims to analyze the main concepts of STEM Education, Multiple Intelligence
Theory and Montessori Method and their principles applied in interior space design for the
learning environment, in order to identify opportunities and limitations within the learning
environment design of existent spaces and generate the best final recommendations that
can meet the children’s needs and aspirations. Also, the problem examined in this study is
directly linked to the fact that importance to learning environments in preschool
classrooms have been left behind. The learning environments have not been considered as
part of the curriculum at school, however, school architecture contains everything that
pedagogy intends to teach and therefore it is necessary to adapt the architecture of the
learning environments with the pedagogy for the benefit of the infant. This qualitative
research study fills a gap by providing rich descriptive data and insight on the teaching

4
methods from the perspective of the learning environments design and new generation
needs.

1.3 METHODOLOGY

This research is a study of the elements within a learning environment, as well as

the implementation of the pedagogical principles of three alternative teaching methods in
these spaces. Among diverse methods three of them were selected being these, STEM
Education, Multiple Intelligences and Montessori Method, the mentioned methods were
chosen because they adapt to the needs of the fast-changing world and technology, cover
most of the areas of children’ skills development, are flexible in their contents and also are
the most applied currently, giving utmost importance to the development of skills needed
for a professional in the 21st century. Through descriptive research method, the literature
review was done providing the main concepts used for the fulfillment of the research
objectives. For the purpose of fulfilling the research objectives was employed the
qualitative and quantitative analysis method, presenting a table with the most important
points of each alternative teaching methods. Furthermore, for the purpose of gathering
accurate information three educational institutions were selected in the metropolitan city of
Ankara, Turkey. Each school worked under one of the three selected methods, being these
“Minik Devler Anaokulu” – STEM Education, “Maya Çocuk Yıldız” – Multiple
Intelligences Theory and “Binbir Çiçek” – Montessori Method. By means of the three
study cases, quantitative analysis, data collection and analysis of learning environment
interior space design could be done; a survey was administered to a sample group of
teachers in order to collect concrete and accurate information. The different schools were
visited and through scientific observation, learning environments were analyzed by means
of interior design criteria within learning environments, besides, photographs of the
learning environments were taken to examine how the elements within learning
environments support the teaching-learning process and follow the principles of the three
teaching methods. From the data collection, the layout of the learning environments, the
elements that contribute to children skills development as features of the learning
environment were determined.

5
 Within this framework, designers can have a broader idea of how the design
criterion is used in the construction of learning environments with the interaction of
teaching methodologies. At the end of the research the outcomes provided from the survey,
the visual sources and the data extracted from the literature review could provide the best
recommendations for an effective interior space design of the learning environment.

It is also important to emphasize that for the development of a successful study and
to fulfill the aim of it, it is necessary to know what a learning environment is, the elements
that create it in terms of its interior design. Likewise, recognizing children as the most
important users of learning environments, it is therefore important to determine their needs,
interests, and their interaction with the environment, for providing the best and more
adaptable learning environment that meet their needs and allows the implementation of
teaching methods.

6
 CHAPTER II

LEARNING ENVIRONMENTS OF THE 21st CENTURY

2.1 Learning environments Of The 21st Century

Before discussing what a learning environment is we need to understand the

definition of learning as "the process whereby knowledge is created through the
transformation of experience. Knowledge results from the combination of grasping and
transforming experience" (Kolb 1984, p. 41) also is the central activity of education
entities, sometimes this may take place in classrooms or it can be the result from
unexpected interactions among individuals, therefore referring to the term “learning
environment”, the first thing that comes to our mind is a place, a space such as a school, a
classroom, a library, etc. and indeed today most of the learning process is carried out in
places like these. However in the present 21st century, we are witnesses of an
interconnected world, which is driven by technology, in which learning can be virtual,
online or remote, that is, it has no physical place at all even today’s students have different
attitudes, expectations and limitations from those of ten years ago (Oblinger 2006).
Therefore a better way of viewing learning environments is as a structure, tool and a
support system for effective learning, which organizes the conditions in which students
learn better, according to their needs and interpersonal relationships, inspiring the
educators to achieve the necessary skills that the 21st century demands of them and their
students.

Experts say that the learning process in the 21st century is based primarily on the
relationship between physical spaces and technological systems with learning, which
promotes interaction and a sense of community, but even more important is the support for
positive human relationships, which are fundamental to the learning process (Partnership
for the 21st Century Learning, 2017).

According to the partnership for the 21st century learning, a learning environment
is one that allows students an equitable access to tools, technologies and quality learning

7
resources appropriate to the 21st century, such as support for community and international
participation, both physically and online.

So, even though a learning environment seems like one more division, it is rather
an integrated system of various provisions that supports learning, this is characterized by:
x Being an environment that promotes human and physical support for the teaching-
learning process, bringing with it satisfactory results for both students and teachers.
x It allows students to access essential tools and technologies for quality learning in
accordance with the needs and expectations of teaching in the 21st century.
x Through interior design, team learning and individual learning are encouraged,
adapting spaces to the needs and demands of the users.
x Integrates professional learning communities, allowing teachers to collaborate and
share their knowledge to improve the skills required in the classroom.
x It also provides flexible interior space design and elements adapted to needs and
learning methods of the 21st century, which help to improve performances and
skills of educators in classroom practice (Partnership for the 21st Century Learning,
2017).

In general it could be said that a learning environment in the 21st century should
function as a set of systems that promote the participation not only of the teacher, but the
student and the community. It also collaborates with the development of children's skills
by providing them with tools and resources that contribute to the implementation of the
educational method applied by the educator.

Education as a whole can be flexible enough that could take place in formal spaces
like a classroom, where academic formation and development of cognitive, physical and
social skills occurs, or well an informal space which regularly is outside the classroom,
being those places where students spend a big percentage of their time interacting with
family members, friends and peers as well as conversing of academic, work or other topics.
At those spaces social interaction, unexpected meetings, and spontaneous talks take place
contributing to personal and professional growth of the students (Lomas C. & Oblinger, D.
2006). Nevertheless big attention should be paid to the classroom as a space for
development and training of the skills required in the present 21st century.

8
2.1.1 Space As A Learning Environment

Space rather than an atmosphere, is an environment that projects man and functions
as a network of relationships between man, material objects and events. Understanding the
space as an environment is to understand relationships between man and environment
where he takes part as well as the ability to project himself into it. One of the cornerstones
for the early years of child development is the creation of a learning environment that
supports children's learning, socialization, interests and needs. It should be understood that
a learning environment allows the relationship and practice of the teaching-learning
process, being one of the factors that contributes to the development of an optimal learning
(Oblinger 2006), it also produces the right conditions to improve students' learning,
whether mental, physical or cognitively (Blackmore, J., Bateman, D., O'Mara, J. &
Loughlin, J., 2011).

The environment is visualized as a space that possesses an invaluable wealth,

following an educational strategy and constituting an instrument that supports the learning
process. Space is considered as a living environment, changing and dynamic, that adapts to
children’s interests, needs, ages and the environment in which they are immersed (Instituto
Colombiano de Bienestar Familiar, Ministerio de Cultura de Colombia y Fundación
Carvajal, 2014).

Likewise learning environments function as transition spaces where the user

experiences a change from his/her life world, a change in the way in which the world is
heard, seen and perceived. Therefore, learning environments can be seen as a requirement
for the individual to create a space that contributes to his learning (McGraw-Hill Education
website, 2016).

It is worth to mentioning within the literature review by the end of the 1990’s Cano
and Lledó (p.9: 1995) referred to the concept of an educational environment not only as a
physical or material space, but also put emphasis on the interactions that took place in it
and the capacity to project ourselves into it, especially the ability of children to use and
appropriate it. Equally at the end of the 1990’s, Coll and Onrubia (1996) defined the
learning environment as a structured space in which various elements and relationships are

9
articulated to achieve the objectives of education, is taken not only as a knowledge-
building space but as a an integrated and dynamic scenario that is flexible to time and
needs of students (Riera, M., Ferrer, M. & Ribas. C., 2014).

Subsequently, Bonell (2003) said that the physical environment has two main
elements, the architectural installation and the environment; which interact with each other
to strengthen or limit student learning. In the environment are interrelated objects, smells,
shapes, colors, sounds and people who remain and live there; that is why the distribution of
classroom furniture, walls, murals, materials, the organization and decoration reflect the
activities carried out, the relationships established and the interests of the users (Castro, M.
& Morales, M., 2015). This definition reaffirms the idea that within a learning
environment, all the elements that compose it are of fundamental importance for the
application of the educational methods that strengthen the learning of the students so
likewise success or failure of students depends on it. Then Herrera (2006, p. 2) mentions
that "a learning environment is a physical and psychological environment of regulated
interactivity where people converge for educational purposes" is supported by the idea of
having an educational environment that promotes learning and, therefore, the integral
development of children. One of the greatest examples of learning environment is the
classroom, which according to Riera (2005, p.34) "is conceived as a dynamic and changing
space that transforms and matches the needs of its inhabitants" this built environment is
one factor in many impacting on student learning outcomes.

The environment beyond providing all the physical facilities must also transmit
certain emotions, as it is a significant space for children development, supporting this
conception Regio Children and the Domus Academy Research Center (2009, p.24), stated
that the environment must allow experiencing pleasure to be used, be explored, empathic
and capable of capturing and giving meaning to the experiences of people who inhabit it;
in addition, communication becomes a structure that is placed before the architecture at
aesthetic and language level (Castro, M. & Morales, M., 2015).

Some main features support the conception of the learning environment as a

significant place, as Otálora (2010) points out, a learning environment is significant for the
development and growth of the child when it generates multiple learning experiences,

10
contributes to the construction of knowledge and allows the development of the child. With
respect to the aforementioned, a significant educational space is one that:
x It encourages children to be active beings in the world and to be responsible for
their own learning process.
x It allows the child to make decisions that allows him to think, know and discover
different strategies.
x With the support of peers or teachers, it facilitates the child's problem solving,
decision making, learning from failure and self-error.
x It generates spaces of interaction between children for the construction of learning,
enrichment of knowledge through collaborative work, recognizing the importance
of coordinating actions and thoughts with others.
x It allows children of different ages and adults to be included within it.

We could say that the purpose of creating a learning environment is to encourage

children to be protagonists of their own learning, providing them with a stimulating,
creative and participative environment where they can act, but also reflect on their actions
from an active position that enables communication and the encounter with people who
inhabit the space. According to Duarte (2003), the environment should give children the
opportunity to learn new skills, face new challenges, discover, create and think. At present,
this concept goes beyond and a learning environment is understood as a space of
construction, exchange, stimulating and reflective for students and teachers (Riera, M.,
Ferrer, M. & Ribas. C., 2014).

Along with the concept of space as a learning environment, school concept should
be mentioned as well, being this the building that accommodates the main spaces of formal
learning and that promote essential human interaction for an effective learning. Schools
provide environments that allow children to get to know each other as well as their
teachers. By means of arranged spaces, cooperation and interaction are promoted, reducing
the intimidation and inattention of the children. Likewise, the school provides the tools and
spaces necessary for an effective teaching-learning process (Partnership for the 21st
Century Learning, 2017).

11
 For the purpose of fulfill research objectives the classroom as a learning
environment has been selected among the areas within a school since it is the space where
children spend most of their school day, with the aim to provide more specific, detailed
and enriching information regarding how the selected space could be considered as a
learning environment.

2.1.2 Classroom As An Essential Space Of Learning

Many times the great importance of the classroom as a place of learning and
particularly as a site of power is left aside. Space is seen as a tool of thought and action; in
turn within this control and production of power is generated by those who inhabit and will
use it (Lefebvre, H. 1991: 26).

The concept of the classroom as an essential space for didactic action is replaced by
the concept of the learning environment by the Dutch architect Herman Hertzberger (2008)
considered like this by the innovative way to which it relates to space and the various
forms of learning. This architectural and of course pedagogical space, provides a variety of
scenarios in which both areas for socialization and privacy stand out (Riera, M., Ferrer, M.
& Ribas. C., 2014).

The classroom is seen as an essential place in the student development, it could

become a space where students love to learn, seek for the classroom when they are eager to
learn and transmits emotions and pleasant memories of their learning experiences lived
within it. However with technological progress much of the information that students learn
is acquired outside the classroom, therefore the classroom should become an interactive
and collaborative space where the student actively participates in the making of the
learning process (Graetz, K. 2006). In turn the classrooms function as small ecosystems,
which needs to be integrated with the surrounding world for optimal functioning, providing
access to the development of various skills required nowadays. In many occasions the
room is designed so that there is collaboration among students, such is the case of placing
the desks in pairs or grouped in a way that facilitates collaboration among students, so the
space is composed of flexible furniture that can be reorganized according to the activity to

12
be carried out. Likewise is important to remember integration of technology as part of the
classroom, as it promotes interactivity within it (Lomas C. & Oblinger, D. 2006).

After the aforementioned, it should be remembered the importance of optimizing

educational facilities from all possible points of view, with the classroom being a relevant
spatial element in the learning process, in which a teaching-learning experience is shared
between teachers and students, which includes tangible and non - tangible elements such as
interpersonal relationships, the willingness to learn and the teaching that is generated
among those who participate in it.

2.1.3 Elements Within Learning Environments

Students learning is linked to educational objectives and practices that have been
changing according to the teaching methods applied within the classroom. From this, there
are some particular elements that should be taken as examples of features of the design
process for classrooms, being those related to flexibility, comfort, aesthetic, creative,
prioritize the learner, integration of technology (Romo, 2012), considers the development
of students’ skills, involves the community, promotes interaction with the environment and
works as an intermediary of thoughts and social relationships that adapt to the diversity of
teaching methods and the different intelligence of each student, besides are linked to
desirable student outcomes and educator pedagogies (Riera, M., Ferrer, M. & Ribas. C.,
2014). The challenge is to create environments suitable for each age, that become
originators of relationships, invite people to act within it and facilitate the construction of
knowledge, thus with respect to what is mentioned, have been suggested a number of
elements that should be considered within the learning environment design to fulfill the
goals of education.

2.1.3.1 Flexibility

In a changing world, in which we cannot determine how educational technologies

and learning environments evolve, that is why when designing, we should take into
account that spaces must be flexible to adapt to the possible changes that future could
bring, as well as the different multimodal pedagogies, that is why the ideal when designing

13
is to take into account the flexibility of space. With the purpose of incorporate flexibility in
the designs, today's interior architects integrate movable furniture and walls that can be
reconfigured to create different spaces according to the users’ needs (Partnership for the
21st Century Learning, 2017).

Though one of education problems is that the conventional classroom has tables
and chairs placed in rows and projected to the front, limiting the mobility of the instructor
and student within the classroom as well as the application of the teaching method,
students’ needs and ways of learning, however flexibility allows different teaching and
learning styles to be applied within the classroom, accommodating diverse flexible spaces
with various approaches and uses, providing opportunities for effective learning (Lomas C.
& Oblinger, D. 2006).

When thinking in a learning environment in the 21st century this should be flexible
pedagogically and physically, but also should consider the followings:
x Provide an environment where students are the protagonists of their own learning,
they choose the time and place to accomplish the work, projects and conversations
to have.
x Allows accessibility and openness, promotes cooperation among students, reduces
inattention and shyness and in turn it provides spaces for teachers, where
collaborative planning and exchange of information are carried out.
x It should also inspire intellectual curiosity; provide areas in which children can get
to know each other and their teachers, promoting crucial social interactions for
successful learning (Partnership for the 21st Century Learning, 2017).
x Supports educators by making easier the application of different teaching
strategies, including more student-center options, so that it can easily
accommodate changes in technology and adapts to current teaching methods. It is
recommended that the furniture should be modular and can be reconfigured
quickly and easily.
x Likewise it is ideal that tables are movable and allow educators to reconfigure the
space adapting it to the teaching method used (Souter, K., Riddle, M., Sellers, W.,
Keppell, M. & Pirotta, N., 2012).

14
 The flexibility of space and time gives the child the opportunity to improve and
advance according to his level of development, delighting in what he is most interested in
and responds to his needs at the moment. Reiterating, flexibility in learning seeks students
to build their own learning at their own pace from play, experimentation and cooperative
work (Riera, M., Ferrer, M. & Ribas. C., 2014).

Additionally an environment establishes and is established by the actions of the

people who inhabit it, that is why space is flexible, updated and adapted to the needs of
students and educators is of the utmost importance for the learning process. From this
perspective school is comprehended as a place that satisfies physiological needs, allows the
development of each student in terms of affective-emotional security, self-confidence,
responsibility, motor development, language, space-time organization and also in the
acquisition of knowledge to compare, relate it easier for children to express their decisions
and opinions (Castro, M. & Morales, M., 2015).

2.1.3.2 Comfort

Discomfort in the classroom favor children to become easily distracted, which not
only harms them in knowledge creation but also prevents the educator of fulfilling the
pedagogical objectives while teaching. According to Bateman (2011) by increasing
comfort for students and teachers, it is assumed that teachers and students will be able to
concentrate on the task at hand.

As mentioned above a flexible space is subject to changes; however we should

consider that those should be small changes since it is possible to cause stress and feelings
of insecurity in children, affecting their comfort. In order for a space to be comfortable, the
following aspects should be reflected;
x It should encourage interaction among children and educators, as well as providing
a sense of "life". This can be through furniture, objects and comfortable materials
for educators and students; likewise integrates beauty and aesthetics into its design.
x It is recommended to use natural objects from the environment, as they teach
children to remember the value of plants, trees, gardens, that is, to value nature and
appreciate its beauty.

15
 x Avoid noisy and colorful floor coverings, curtains and excess colors in favor of
more neutral colors, as these create an optimal setting to learn (Stonehouse, A.,
2011).

However, comfort goes beyond the type of furniture and materials, moreover, when
designing a learning environment should be considered spatial organization, as this
influences the possibilities for movement and consequently, physical behaviors of
childhood in the environment, therefore it is important to know the spaces that we possess
and the purpose of each of them, in order to constantly evaluate the interaction of students
with the environment and the elements that shape it.

This is confirmed by Duarte (p.106: 2003) who argues that there is an "enormous
coincidence between the structure of relationships and spatial disposition, an element of
great importance to foster learning environments that allow individuation but also
socialization" among children, teachers, administrators, parents, community, etc., (Castro,
M. & Morales, M., 2015).

Therefore, defining a comfortable space is that one which through its design allows
students and teachers the flow of ideas and facilitates the learning process. It also includes
elements that contribute to create a comfortable environment, such as heating and cooling,
comfy chairs, natural light, artificial lighting and acoustics (Souter, K., Riddle, M., Sellers,
W., Keppell, M. & Pirotta, N., 2012).

2.1.3.3 Aesthetics

Both feelings of identification with the school, educational space and positive or
negative messages received by the students are transmitted through the appearance of the
environment that surrounds them (Blackmore, J., Bateman, D., O’Mara, J. & Loughlin, J.,
2011). Therefore aesthetics must be fundamental when designing; a physical environment
is part of the curriculum, this in turn must be attractive, that is, it needs to attract and
encourage children so they become active agents in the teaching-learning process.
Providing the best space aesthetically speaking is possible by taking into consideration the
next features:

16
 x Includes interesting elements to see, to touch and allows to have contact with the
environment, avoiding excessive spaces, objects while for walls and materials not
too bright colors are used.
x Provides materials are flexible allowing diverse uses for their manipulation. This is
significant if children of different ages coexist in the same environment, since the
interests and abilities of children vary.
x Balances order, so that children's play and commitment are constructive, providing
areas for particular experiences that contribute to the children's commitment, as
long as educators are flexible about what is happening.
x Connecting the interior space to the outside world through natural light, outwards
views, stimulating creativity and promoting collaboration.
x Offers a wide variety of accessible materials and equipment, organized within an
environment that provides integrated learning opportunities that facilitate the
interaction of children with educators and permits children to be supervised at all
times (Stonehouse, A., 2011).

For this reason, it is fundamental that a school formation attributes importance to

aesthetics during the learning process and recognizes it as a necessity and right of the
students and adults who live in the classroom. In this process, the role of the teacher is
essential, as her attitude, behavior and performance in the classroom influences the
motivation and construction of student learning.

As an element related to the aesthetics of physical space it is important to point out

the great influence of color on the student's life, these affect the emotional states, which
provoke different responses that will incite calm or excitement, cold or heat, joy, sadness,
or other positive or negative feelings. Therefore, when choosing the colors for the interior
spaces should be considered to be easy and natural visibility, provide comfort to the
environment, provide a sense of calm, facilitate concentration during lessons, stimulate
academic performance and prevent negative emotional reactions.

In line with the above, decoration of the classroom seems to be a remaining issue in
relation to others of more importance within teaching-learning process; however,
decoration fosters motivation and learning, also generates a sense of well-being and

17
warmth in the classroom spaces by the different types of visual stimulation that the colors
cause, the type of figures, the thematic illustrations and the extra elements used for it,
generate; it should be taken into account the age of the student while involve them in
preparation and selection of the decoration encouraging creativity and imagination. This
idea is reinforced by Reinsberg (cited by the Union of Private Institutions of Childcare in
Costa Rica, 1999: p.63), who points out that classrooms should have a "warm and
pleasingly decorated atmosphere, so the teacher should give to the institution and her class
a welcoming aspect, offering children emotions of aesthetic order " (Castro, M. & Morales,
M., 2015).

2.1.3.4 Learner Centered

Children have the right to grow in places where they feel they own and are
comfortable with what surrounds them. For the development and quality of the
environment it is necessary the organization, functionality, attractiveness and impact of it
within the learning process, reason why the educator should be aware that everything in the
classroom is directed towards student learning process. An environment that favors the
student's development allows the child to build and exchange meaningful experiences, to
feel safe while being flexible, providing areas for socializing, getting dirty, interacting with
the environment, meeting their needs and performing activities that contribute to the
construction of meaningful learning (Castro, M. & Morales, M., 2015).

One of the main objectives of the educational institutions is to organize the physical
space according to its goals and priorities, seeking for student’s success and recognizing
space as an important factor affecting learning (Nota, N., 2006).

Similarly, a student-centered learning environment respects children's skills and

competences, which in turn provide opportunities for them to develop their own judgment,
make their own decisions and act independently of adults. Also in a cooperative learning
environment, interpersonal skills necessary to work effectively as a team are developed,
enabling students to participate in discussions in which they share and solve their personal
problems (Stonehouse, A. 2011), however a learner centered or personalized environment
is not only about owning a place but developing good individual relations with student,

18
teachers, about community inclusion recognizing student diversity and individual learning
needs and preferences.

Skills and competencies that are promoted in a student-centered environment

provide many opportunities for them to make their own decisions and act independently
without resorting to adults. According to Souter, K., Riddle, M., Sellers, W., Keppell, M.
and Pirotta, N. (2012) collaborative approaches to learning, research and study should
make use of technologies and approaches that students prefer, at the same time the student-
centered learning environments provide aesthetic for development of knowledge,
organized to accommodate the learned information. A learner-centered environment is
characterized by:
x Boost in children the ability to decide by themselves whether to work on their own,
in small or large groups, this is provided with large open spaces. Therefore, it is
recommended to create areas using furniture and technology as part of it, to
encourage children to disperse and be together by choice.
x Promote the concentration of children through not very noisy areas, intended for
learning experiences.
x Contribute to confidence and security feeling of children to encourage them to act
for themselves according to their interests and desires. For this, the furniture should
be appropriate to students’ height and accessible to all.
x Allows to recognize the children efforts through exhibitions of the work done,
involving the students in the decision making regarding the exposed work
(Stonehouse, A., 2011).

Therefore it needs to be known that the key to students’ success is not only in the
hands of educators, but is often in the physical spaces, that is to say, environments that
provide feedback, promote and evaluate skills development, supports team learning, as
well as multidisciplinary and interactive learning, integrating students and teachers
enriching learning experiences for both parties. For that reason what is really needed are
flexible, aesthetic and functional spaces interconnected and designed to support students’
learning (Dittoe, W., 2006).

19
2.1.3.5 Community Involvement

As previously seen, learning can take place outside and inside the school. Learning
is seen as community practice in which educators and children interact among them, by
having shared experiences, it is for that reason that learning in the community must be
considered by the society and the educational institutions, as it also prepares students for
their future working life by providing them with opportunities to acquire knowledge in a
distributed network of different communities, teaching them to live and work in a world in
which collaboration is required (Bickford, D., & Wright, D., 2006).

Firstly it is needed to know that a community is a group of individuals that share

ideals and purposes, which stimulates interaction among members, leading them to
learning. In education, the collective setting of students and their surroundings is
considered as a community that shapes learning. The importance of community for
education is often forgotten, without realizing that students learn better in community, that
is, through collaborative learning and student engagement. Although learning is mostly a
change of individual behaviors, the environment in which it takes place is a social
environment involving not only one but different people (Bickford, D., & Wright, D.,
2006).

Community should be included in all aspects of education, including the design of

the learning environment, as individual learning is important, also the role of social
interactions within the educational community is; it is why both physical and virtual spaces
are seen as tools for improving student learning and commitment.

At present community involvement is necessary for creating spaces that form a

solid basis of learning, that promote communication, key to sustain a community of active
students in learning, this through flexible spaces that allow students choose and place
furniture in order to have movement within the classroom and to communicate with each
other (Bickford, D., & Wright, D., 2006).

Learning environments are considered to be a second home for future citizens who
in the future will be responsible for local economy, workforce and future leadership

20
(Partnership for the 21st Century Learning, 2017) it is therefore fundamental to evaluate
how virtual and physical space improve learning and student commitment in the
community (Stonehouse, A., 2011).

Moreover at involving children, they can take control over their own learning and
the use of the learning environment (Gee, L. 2006). In order to support children's
development, learning environments should consider the following points for the inclusion
of community in the learning environment
x Should work for families and educators; considering and involving children,
families and teachers point of views on how to achieve excellent learning
environments, strengthens the sense of belonging and community (Stonehouse, A.,
2011) it is for this reason that the inclusion of educational associations within the
community strengthens the links of the environments with the adults of tomorrow.
x Should be flexible, allow productive learning and participatory work opportunities
among children, as they learn from interaction with other children as well as with
educators. Flexible spaces support human bonds, which are indispensable for
education, at the same time promote continuous learning through play, creative use
of time, extensive range of technologies that support collaboration between the
school community and the outer world (Partnership for the 21st Century Learning,
2017).
x Within the classroom there is the possibility of creating and strengthening
relationships, creating a small educational community when children interact with
children of different ages as well as adults, through work by corners or
environments where children work as a team, sharing time and space among them
and adults, think aloud expressing their desires and sharing their discoveries,
doubts and concerns (Riera, M., Ferrer, M. & Ribas. C., 2014).

Currently a learning environment of the 21st century reflects the aspirations,

culture, values and respect for the community; also it gives and receives support from
families and local community generating positive results within learning environments,
among these we could mention that children improve their academic performance when
their parents are actively involved in their education, academic performance is stimulated
through community programs that promote children development, when community

21
services are integrated the school becomes a place where the ability to overcome adversity
in children is promoted and at the end of the school day, learning opportunities contribute
to student achievement and development (Partnership for the 21st Century Learning,
2017).

It is for this reason that participation of adults recognizes and encourages the child's
reasoning, problem solving, and creativity (Hohmann, M. & Weikart, D., 1995).Lastly the
importance of community inclusion in learning is based on what is mentioned by
Blackmore and Kamp (2008) learning is adversely affected if students feel excluded or
unconnected, which is due to a number of factors such as discrimination, poor health, lack
of control in schools and among others the exclusion of parents in student learning, this is
why both participation and inclusion in the community is of extreme importance for
education (Riera, M., Ferrer, M. & Ribas. C., 2014).

2.1.3.6 Encourage Independence

The aim of a learning environment is to encourage children to be protagonists of

their own learning process, to create and provide a stimulating, creative and participative
environment, where children act but also think from an active position on their own actions
and allows them to communicate and encounter with people who inhabit in it. According
to Duarte (2003), the environment should give children opportunities to get new
knowledge, to face new challenges, to discover, to create, to innovate and to think (Riera,
M., Ferrer, M. & Ribas. C., 2014).

Also through the way space is distributed, areas can be created where child is
encouraged to be the owner of these, also within these spaces is given the opportunity to
express their tastes, preferences and even more important to make mistakes and try again.
The space invites the children to move and decide independently the areas and materials
with which they want to interact, in turn children should know that all occupants have a
voice in the definition of space. Children should be educated about how to use materials,
furniture and space to their fullest potential for an efficient learning process. To foster
independence in children the following aspects should be taken into consideration:

22
 x Furniture as one of the fundamental elements in the promotion of independence,
since its placement and flexibility, allows users to manipulate and rearrange it.
x Environment organization should motivates children, create curiosity in them and
encourage them to be autonomous, this could be achieved with open spaces, there
they could take some control of what they are doing.
x Within the learning environment it is important to have areas that promote the
independence of each child and that this in turn they can share with their peers.
x Supportive spaces for everyone in order to develop all children potential, as also to
express and participate in different activities.
x Elements such as windows or doors allow the exit and contact with outside areas to
provide them with freedom.

In general the child who increases his own independence with the acquisition of
new abilities, can only develop normally if he has freedom of action (Gee, L. 2006)
therefore it could be say that a learning environment goes beyond a simple decoration and
provision of materials within a physical space, as it works as an efficient design involving
the planning and organization of education with a clear pedagogical objective and in
accordance with the characteristics, interests and needs of learners and the context in which
they are immersed. This is why learning environment should encourage students to act by
themselves, to become independent beings responsible for their actions and decisions.

Finally, De la Peña (2006) considers motivation towards learning as a process

determined by the needs and impulses of the individual, aspects that could be fostered by
an effective environment design, at the same time this motivation originates the will to
learn in general and involve the desire, for which both students and teachers require certain
actions before, during and at the end, which positively affect the willingness to study and
learning-teaching process in general (Castro, M. & Morales, M., 2015) reaffirming, a
learning environment should be designed in parallel with teacher aims towards student
independence and skills development for the purpose of education.

23
2.1.3.7 Creativeness

Creativity is considered a product of diverse ideas in a cooperative context; through

cooperative and constructive learning the number and quality of ideas increases, as well as
the motivation, enjoyment and originality of expression in problem solving (Johnson, D. &
Johnson, R., 2010).

A learning environment should motivate and inspire students and educators through
creativity, this could be achieved by
x Innovating and modernizing learning and teaching practices through the inclusion
of new technologies, collaborative and active learning within the educational
spaces (Bocconi, S., Kampylis, P. & Punie, I., 2012).
x Materials represent another relevant component in the physical learning
environments, for what it is necessary the selection of materials and equipment that
promote integral development, facilitate quality experiences for the learning
process, while stimulating creativity, exploration, manipulation, interaction and
integration with cultural diversity. It is essential to point out that the existing
materials and tools founded in the environment are an option of low economic cost
resources and can be used creatively favoring cognitive, affective and social
learning (Duarte, 2003: p.107).
x Through infrastructures, the limits of physical learning environment can be
enlarged, by designing, ordering and taking advantage of the elements with which
we count as lights, colors, sounds, etc., in order to facilitate and inspire innovative
teaching and creative learning (Bocconi, S., Kampylis, P. & Punie, I., 2012).
x Promoting contact with the outdoors and nature, so that children become more
conscious and independent, capable of solving any problem in a rational and
creative way.

As we could see creativity could be applied in different ways within the learning
process and space. According to Otalora (2010, p. 80), creativity in an learning
environment stimulates the acquisition of multiple intelligences, it strengthens the
affective, social and cognitive competences necessary to creatively cope with the

24
increasing demands of the 21st century during the first years of life, being these the basis
of the future generation.

2.1.3.8 Combines Digital And Physical Environment

Nowadays we live in a digital world in which student expectations, pedagogical

approaches and technology are constantly evolving, at the same time students want to
connect and communicate constantly and seek for an environment that supports these
connections. The current and coming generation of students expects continuous technology
use, whereby technology should be flexible and adapted to demands of new generations
both within and outside of learning environments. Therefore current design practices
should be flexible, focusing on the active design of the learning environment, to
successfully benefit from their facilities (Milne, A., 2006)

A little more digging into the importance of it, we find that according to Basye, D.,
Hausman, S., Grant, P. & Johnston, T. (2015) technology can contribute to a deeper
learning of content, the development of important skills for the digital age and with the
integration of technology into educational spaces more complexity to an ecosystem in
which learning takes place is added. Technology enhances cognitive, affective, behavioral,
academic, and social commitment of students, and in turn increases skills and dispositions
such as taking initiative and responsibility to learn, using resources wisely, time on tasks
performance, interests and desire to learn.

By incorporating technology effectively into administrators, educators and

students’ routines, should be done systematically and with the necessary support.
Technology should be integrated as part of a carefully organized teaching-learning process,
so that the benefits to students and educators allow continuous development, expand the
scope and flexibility of what the institution provides and foster a culture that embraces the
potential learning of all its members. Technology has an additional benefit of supporting
other systems that constitute a learning environment for the 21st century (Partnership for
the 21st Century Learning, 2017).

25
 A 21st century learning environment which combines digital and physical
environment, could be created by
x Merging physical and digital infrastructures to effectively support the learning
process (Partnership for the 21st Century Learning, 2017) by combining a range of
tools and opportunities for the development of different teaching methods and
incorporating e-learning into active learning experiences within the classroom, a
goal-oriented learning curriculum is created (Souter, K. Riddle, M. Sellers, W.
Keppell, M. & Pirotta, N. 2012).
x Integrating the furniture and existing physical space, such as the whiteboards that
are used to project what is seen on the laptop, tablet or net book while facilitating
learning process at the same time, this because access to technology produces
interactivity and connectivity with other learning methods and technologies,
(Cilesiz 2009).
x Allowing students to explore and work through the content of the course at their
own pace by using screen casts, e-books, iPad, etc.
x Fostering skills by using apps specific to different areas and multifunction devices
that not only facilitate learning process but creates better learners and stronger
schools.

Referring to the physical space, the learning environments have evolved over the
time in spaces with an integrated layout where technology is used as a pedagogical tool
that contributes to the development of the class, a support for educators and to the
development of students. Unlike other aspects of teaching, technology is constantly
changing, so it is vital that educators stay current with advances in education, new trends
and new technologies.

The incorporation of technology into learning environments and education, are part
of an environment in which combined learning turns the educator into a facilitator and a
coach, learning combines elements online and face-to-face, is also considered an excellent
learning method, when best practices in pedagogy, technology and space are considered
when designing the learning experience (Milne, A., 2005). Students when interacting with
living and learning environments, involuntarily combine two reachable worlds, a physical
and a virtual world (Lomas C. & Oblinger, D. 2006), that is why we should remember, the

26
spaces are defined not only by passive elements and patterns of use, but also by the nature
of the dynamic digital contents with which we interact within these spaces. The
combination of physical space, patterns of behavior and the technology used in it, defines
the experience as such, giving character to space (Milne, A., 2006).

With the inclusion of technology in education, new opportunities have appeared for
learning, either by stimulating more personal or virtual interaction. Similarly we know that
today the process of learning can take place not only in physical spaces within the school.
Increasingly, schools are concerned about providing spaces in which technology can be
used by students and educators, in order to give added value to education, supporting
active learning and students to be able to integrate it into the development of multiple
activities. As we understand how students learn, how effective learning environments have
changed and how design is a process not a product, participants get involved for the
improvement and development of these spaces, it is why increasingly, these spaces are
becoming flexible and networked, taking with them formal and informal activities in an
environment that recognizes that learning can take place anywhere, anytime, in physical or
virtual spaces (Oblinger 2006).

In other words, educational technology is most effective when it functions as part of

thoughtfully composed system that includes effective curriculum and instruction, ongoing
professional development, authentic assessments, and a culture that embraces the learning
potential of all its participants. Technology has an extra benefit of supporting the other
systems that make up a comprehensive 21st century learning environment (Partnership for
the 21st Century Learning, 2017).

2.1.3.9 Contact With Outdoor Spaces

In pedagogy, the play is considered elementary for the acquisition of physical and
cognitive social skills. Children who engage in play or outdoor educational activities
usually develop a more creative imagination, their immune system is stronger, stress levels
are much lower, they have energy for longer periods of time, have a healthier life, their
level of concentration increase and they are more respectful of themselves and others. The
spaces specifically designed for outdoor activities offer benefits not only for health but also

27
for early childhood education. Within these spaces, children show higher levels of energy,
than those that demonstrate in an interior space (Spencer, K. H. & Wright, P.M., 2014).

As mentioned above with the incorporation of play in pedagogy the acquisition of

cognitive and physical social skills takes place, the school acquires an added value offering
a place where knowledge is shaped. For the design of these spaces it is necessary to take
into account security and privacy measures for students, as well as the following
suggestions;
x Considering physical aspects as the location of transitional spaces and connection
between external and internal areas, being these the external and internal corridors.
Their location should facilitate the physical and visual contact of the inside with the
outside also they should motivate students to interact with the outdoor spaces
(Meek & Landfried 1995).
x Making available an extensive variety of play equipment for children, challenging
and inviting to support children’s play where some shady spaces are available for
children with the use of trees, canopy or parasols.
x Including appropriate play areas for their development, where children can have
different enriching experiences that contribute to their learning; usually a
combination of fabricated equipment and other natural materials is offered.
x Promoting contact with nature so that children learn from the varieties of species
that compose their natural surroundings, gives them a friendly, beautiful and
diverse environment where they can witness the cycle of life, perceive and discover
new smells, textures, flavors, etc. (Spencer, K. H. & Wright, P.M., 2014).

However in some cases, the educational importance of playgrounds and their

positive effects on learning are underestimated. These are a fundamental part of the social
world of the child, where he can create new spaces for individual and group play,
according to his previous knowledge and experiences gaining more confidence in himself,
in the same way movement and games contribute to development of knowledge and
understanding of the natural environment (Riera, M., Ferrer, M. & Ribas, C., 2014).
Through these spaces it is possible to promote the participation of children, parents and
community by involving them in the plant of trees, flowers or fruits in the garden, also
children develop motor skills necessary for the future and this by manipulation and

28
experimentation with materials in different ways from those that would be in indoor spaces
(Spencer, KH & Wright, PM, 2014).

To conclude the outdoor environment is not only a space to exercise the muscles,
but an organized space where interpersonal skills are developed as well as the sensory
exploration, imagination and value of nature are promoted, offering to children the
experience of a natural environment.

2.2 Education In The 21st Century

With the new digital era and technological advances, new learning styles have
emerged nowadays, some are based on games, immersive and/or interactive learning,
offering new alternatives within learning process allowing students to broaden their
knowledge. Also common pedagogical methods are giving way to newer approaches. This
is because 21st century students are growing in a different era, they are influenced by a
society that evolves having access to video games, text messages, emails, that is, they have
different characteristics, expectations and ways to communicate. For that reason engaging
effectively with today's students should involve new strategies and approaches (Parkinson,
E., 2015).

Along with evolution of society education has also been changing, words have been
replaced by icons and images, textbooks by tablets, reports by presentations and traditional
classrooms by collaborative means. Communication works as an effective strategy that
allows students to expand their knowledge and experiences, developing their social,
emotional and creative language.

Concerning the preschool students of the twenty-first century, known as alpha

generation, they are well known as one of the most literate generations from the
technological point of view and with social power. Characterized by being highly intuitive
and confident users of digital technology, they value visual and interactive communication
with quick and easy access to information (McCrindle, M., 2016). Therefore is expected
that education system to develop individuals skills, personality formation, life skills and
flexibility.

29
 Fortunately schools nowadays are being redesigned going beyond the traditional
classrooms as the learning environments of the 21st century provide a rich mix of media,
devices and tools that are included into design process for the interior of a learning
environment. A school of the 21st century not only meets academic needs; it functions like
a small city, providing food, facilities, health, security, transportation, and recreation
facilities for its students (Partnership for the 21st Century Learning, 2017).

2.3 The Child Of The 21st Century As An Active Agent

In order to solve problems in our complex and changing world, children must
become agile and creative thinkers able to meet the future society requirements. As is well
known children are curious by nature, their interests, doubts and intentions lead them to the
exploration, experimentation and construction of new knowledge, which leads them to
generate hypothesis by working with diverse materials to create experiences and results
personally meaningful, which later on they will share in their own words. That is why
children are considered as active agents as they build their own knowledge of the world,
changing their ideas and interactions into logical and intuitive sequences of thought and
action.

Children are the creators and inventors of products that develop their own
knowledge; sometimes it happens that children’s creations seem very disordered, unstable
or unrecognizable for adults, however, these are the product of their thought development
and it is the way they come to understand their world (Hohmann, M. & Weikart, D., 1995).
Mentioning citizens of the 21st century think and act differently than citizens of ten years
ago, they think critically and creatively, are eager to discover the unknown and create as
well as consume information. In today’s world they need to be creative and self-reliant,
while also skilled at collaboration and group integration. It is important for them to
understand the environment that surrounds them as the many components of the modern
world and be fluent in various forms of communication (Partnership for the 21st Century
Learning, 2017). As a result children are becoming active agents participating in learning
process, taking the lead of education leaving the role as facilitators to educators, learning
by themselves and applying their knowledge into different experiences they face in their
lives.

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2.4 Generations

Within marketing experts are dedicated to forecast trends that indicate how the
generations are composed, these being a group of individuals that for them are seen as a
commodity in a database that will subsequently be transformed into a product or unit
manufactured that will be commercialized (Rebolledo, RA, 2017). Definitely, youths of
different eras demonstrate similar characteristics, but the events that are lived at a certain
moment are what shape a generation considering it as a result of the reactions to these
events. Generations are defined sociologically rather than physically. A generation is refers
to a unit of people born in a similar period of time and shaped by it (McCrindle, 2009).

In turn, several researchers and consultants write about generational differences by

presenting a diversity of names to recognize the different generations, which is why the
terminology implemented to tag the generations hasn’t been standardized and
disagreements are presented from the authors about what period of years must be
encompassed within a generation. Despite this, most authors agree that there is a big
difference between the distinctive characteristics of each generation.

The majority of experts agree that the differences between generations are more
than all shaped by history than by chronological dates. However, several generations may
witness the same events, but the age at which they are exposed to them is what determines
how adapted one's psyche and worldview are (McCrindle, M. 2009). As stated by Howe
and Strauss (2000), three are the properties that identify the characteristics of a generation,
being these:
x Perceived membership: consists in the self-perception of belonging to a generation,
beginning during adolescence to adulthood.
x Common beliefs and behaviors: it involves attitudes and behaviors toward family,
personal life, work life, politics, religion, etc.
x Common location in history: include the most relevant points in historical trends,
for example wars, political elections that take place during the formative years of a
generation.

31
 In spite of the different researchers who have studied the generational differences,
the works of Neil Howe and William Strauss are the most mentioned because of their
plenty studies of the human behavior and discussions of the other previous studies (Reeves,
T. C. & Oh, E., 2007). As demographers William Strauss and Neil Howe defined in their
books Millennials Rising (2000) and Generations (1991) “A generation is a group of
people who share a time and space in history that lends them a collective persona”.
Likewise it could be said that a generation is the result of events or conditions according to
which period of time its members are living. As a generation ages, their attitudes,
behaviors, and interests change, as these are related to memories, language, habits, beliefs,
and life lessons. Today up to seven generations can coexist in a single environment;
therefore, a good understanding of each generation is the key to successful workplaces,
businesses, homes, classrooms, etc., considering the differences between them. In order to
obtain a better understanding of these, we can resort to generational segmentation, this
being a process of analysis of the population by its generational cohorts, so it is in this
possession of a good understanding of the generational segments and sub-segments within
these generations that managers, employers, leaders, teachers and salespeople can be more
effective (McCrindle, 2009).

Therefore if our purpose is to provide the best for the present and new generations,
we need to know about the current groups that inhabit our world today, according to Mark
McCrindle generations are segmented as follows:
x Federation Generation: is the oldest living generation currently and the first to be
considered and outlined, started in the year Australia became a nation (1901), hence
their name. The last of this generation were born in 1924. They witnessed some of
the most significant events such as the Depression and the World Wars.
x Builders: were born between 1925 and 1945, in the course of the Depression and
the war years. They were considered as ‘greatest’ and ‘lucky’ generation because of
the comfortable years that followed World War II.
x The Baby Boomers Generation: they were born between 1946 and 1964; this
generation was born into the high of the postwar boom and the civil rights
movement (McCrindle, M. 2009).

32
 x Nomad/Reactive: also known as the Generation X born between 1965 and 1979
inclusive. They lived out their young adult years in the pre-September 11 world of
relative peace and prosperity.
x Generation Y: also known as the Millennials, born between 1980 and 1994
inclusive. This generation has spent their young adult years during a crisis period of
post-September 11.
x The Generation Z: known as the Zeds, born between 1995 and 2009 have been born
into the crisis period of terrorism, the global recession and climate change. They
are predicted to spend their young adult years in a time of economic and social
renewal (McCrindle, M. 2009).

Detailed information regarding some characteristics of these generations is

provided in the following table

Table 1. Generations Defined

Generation Generation Y
Builders Baby Boomers Generation X Generation Z
name (Millennial)
Birth years 1925-1945 1946-1964 1965-1979 1980-1994 1995-2010
Aged 20s - early
Aged Aged 70s - 80s Aged 50s - 60s Aged 30s - 40s Aged kids - teens
30s
Traditional Technical Practical Emotional Multi-modal
Training
On-the-job Data Case studies Stories eLearning
focus
Top-down Evidence Applications Participative Interactive
Learning Formal Formal Spontaneous Multi-sensory Student-centric
format Instructive Instructive Interactive Visual Kinesthetic
Military style Cafe-Style Lounge room
Learning Classroom style Round-table style
Didactic & Music & Multi- style
environment Quiet atmosphere Relaxed ambience
disciplined modal Multi-stimulus
Authoritarian Commanding Coordinating Empowering Inspiring
Ideal leaders
Commanders Thinkers Doers Collaborators Co-creators

Reference: McCrindle, M. 2012, Generations defined.

http://mccrindle.com.au/resources/Generations-Defined-Sociologically.pdf

Even though at this time Millennials is the largest generation and they have
experienced the most drastic changes in technology, we should consider also to the new
coming generation, our future society which according to Mark McCrindle is known as
Generation Alpha. Members of this generation were born between 2010 and 2035. They
are predicted to be one of the most technologically literate generations so far. However in
the next point detailed information about them is provided.

33
2.4.1 Generation Alpha And Their Characteristics

According to Mark McCrindle Generation Alpha is anyone born between 2010 and
2035, they are the children of Gen Y and the most transformative generation ever. Not only
the members of the Alpha generation represent the center of their parents life, due to being
multi-tasking beings constantly changing, but also this generation is more likely to grow up
overindulged and is expected to be the most technologically literate generation so far
(Carter, C., 2016) also due to one-child families increase alphas seem to be growing up
selfish and expecting gratification from everywhere.

According to a study done by David Berkowitz (2016) after observing a member of

Alpha generation, he concludes that some of the characteristics of an Alpha are:
x They are likely to be anti-sharing when it comes about economy and anything they
have, usually they are likely to shout exclamations such as “mine!” and “all mine!”
x They tend to be very active and in constantly movement except when they are
stationary. At the same time they will be in constant change and evolution.
x They don’t care about privacy.
x They do not follow rules, they feel they have control and they concentrate on living
the moment. Likewise by not following rules, they will avoid organized religion
x They will be in constant change and evolution as so the products and devices they
use, for example jewelry, shoes and accessories.
x Alpha generation members prefer touchscreens to operate devices. They will pick
all technologies and devices such as books with taste sensors.
x They will be more entrepreneurial and better prepared for big challenges than
previous generations; they will break boundaries without being limited (Berkowitz,
D., 2016).
x Their knowledge of technology will be broader compared to previous generations.
x Most activities that involve social interaction like shopping, sales, interviews, calls
will be mostly online and will have less human contact than other generations.
x They tend to be more auto-efficient, without asking for someone else’s help or
opinion (Rebolledo, R.A., 2017).

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 Within 2010 and 2035 massive technological changes will occur, for instance we
already can witness that Alpha kids are growing up with tablet computers and smart
phones in hand which leads them to have the ability to transfer a thought online in seconds.
McCrindle says "Now, the individual has great control of their lives through being able to
leverage this world. Technology, in a sense, transformed the expectations of our
interactions" (Sterbenz,C. July 25, 2014).Even though preceding generations also used
technology, Alphas will spend great part of their formative years entirely immersed in it,
due to the fact they are interacting with these technologies at much younger ages than any
other generation. As McCrindle says "They don't think about these technologies as tools,
they integrate them singularly into their lives." (Sterbenz,C. July 25, 2014) at the same
time inclusion of technology has contributed to make easier the communication process,
with the time alphas will prefer to communicate via images and voice control over tapping
and text to others. Even though most of them haven’t born yet, they are social media apps
and technology influencers, most of the big companies base their devices or applications
layout on what Alphas most likely will use (Carter, C., 2016).

According to McCrindle the Alphas are the most advanced and updated generation
because they are entirely familiar with everything that happens on the web, technological
advances and electronic devices. Existing and future Alpha members are being born in an
environment in which technology prevails first and with the evolution so continuous of the
world having Millennial as the largest generation nowadays, but it is estimated that the
generation Alpha, that is to say the children of the millennial, will be more than the past
generations. They will have more young people and more competitive in the labor market
compared to other generations (Reeves, T. C. and Oh, E., 2007). They are truly the
millennial generation; since they are the first generation completely born in the 21st
century, known as digital natives, will be the generation with greater technological
knowledge in comparison to the others, as well as the most endowed materially. Likewise,
the Alphas are characterized by being a freer generation that does not like boundaries or
rules and will be in continuous change. It will be the most formally educated generation in
history; they will begin to educate earlier and longer than previous generations. They will
be more innovative than previous generations, more self-sufficient, better educated and
prepared for great challenges (Carter, C., 2016).

35
 Providing an effective education to the new generation as well as achieving quality
in the learning environment rest on other factors such as the application of teaching
methods and the interaction of student and teacher with the environment. Since learning is
multifactorial and complex, it demands the existence of minimal environmental conditions,
especially because the environment teaches for itself (Castro, M. & Morales, 2015).
Education means for the educator as for the student the reception or transmission of a
previously existing social knowledge. What is sought is to achieve the most effective
classroom experience to catch the interest of students, generate motivation and meet
learning process objectives. Therefore, it is crucial to recognize the current importance of
teaching methods, which are the most successfully applied and how they interfere in the
education and design of the learning environment.

36
 CHAPTER III

ALTERNATIVE TEACHING METHODS OF THE 21st CENTURY

3.1. Education

Human culture is a process according to specific objectives related with the general
concept of education. During this process a change occurs in the personality of an
individual. Through this change occurs education knowledge gained in the process, skills,
attitudes and values as well. Training is a part of the culturing process in society. The
culture is carried out as part of training through a program made previously. Therefore,
education is also called intentional culturing process (Fidan & Erden, 1998:13)

In a narrower concept education is limited to the school and the University

instruction, starting from the day a child is admitted in a school and it ends when the child
completes studies and leaves at the college or University stage. This type of education is
intentional and is influenced by the environment in the one the child is being educated,
everything is pre-planned and education is given in the class room (Rather, A.R. 2004:5).

3.1.1. Preschool Education Concept

Preschool education; "It covers the years of childhood, from birth until the start of
primary school, according to the individual characteristics of children at this age and level
of development, providing opportunities for a rich and stimulating environment, is an
educational process in which occurs the whole development of cultural values and features
according to their community efficiently in a straight line" (Oğuzkan & Oral, 1993:2).

Preschool education plays an important role in a child's life, from birth, began his
days of basic formation for physical, motor, social, emotional, mental and language
development, thereby defining the process of education as the way where a large portion of
human development is completed (Mutlu, B., Ergişi, A., Bütün, A. & Aral, N., 2012:4).

37
 Preschool children, families and communities have many benefits in terms of social
coverage. During the corresponding period of 0-6 years early childhood is the period when
children develop faster. One third of evolution and brain function is completed between 0-
4 years. The early childhood experiences are crucial to brain functioning. Studies have
shown in preschoolers higher rates of academic success due to schooling. Preschool
education supports social and emotional development, enables people in adulthood
increase their potential to be more productive and efficient. In terms of research has been
shown, taking into account individual differences and characteristics, relevant development
in preschool children involved in the program of preschool education compared with other
children in high school, a higher rate of physical, emotional , language development and
creative side of children, characteristics that have been the basis for a positive personality,
providing parents confidence in the quality of education being known that educators are
actively doing their work, looking for mental, social, emotional, verbal and physical
development. (T.C. Milli Eğitim Bakanlığı, 2015)

3.1.2. Brief History Of Preschool Education

Schools for young children first appeared in the 18th century in France and in the
UK and Italy in the 19th century; however, these schools were not very different from the
other schools that educate children of school age. In these schools emphasis on religious
education, teaching chores and household alphabet was given. Robert Owen a social
reformer, for the first time had the idea of opening schools for children in the UK. The first
school opened in 1816 in the city of New Lanark in Scotland, in order to provide a healthy
environment for children, entertaining activities were offered. The German educator
Friedrich Froebel in 1841 was the first to establish kindergarten, which means
"garden"(Gutek, G.L., 2004).

"Early childhood" is a period of critical and basic growth of an individual in which

a child's personality is built. Unfortunately basic education for children at age of seven are
at a stage too late to start preschool education as an important part of development was
completed. Education is a lifelong process that begins at birth. The foundations of lifelong
learning are developed in the first six years age, or early childhood. During this period, it
plays a very important role on supporting the social development, to give children a good

38
education and be available promoting environmental conditions for their physical, mental
and emotional development. The early childhood education begins in the family. After the
family, institutions of preschool education of children family support in preparation for
social life. Preschool institutions contribute to child care duties, supporting working
parents; by forming physical, social and healthier children through the emotional and
physical development, preparing them for future jobs training, to grow as a social
individual. UNICEF qualifies to the institutions of preschool education as "the best start in
life", being vital for children, providing equal rights for all (Heckman, J., 2007).

3.1.3. Effects Of Learning environments On Children Learning Process

The learning environments of the 21st century are physical environments where the
student is a participative being in self-directed and cooperative learning activities, these
spaces are created to allow movement and malleability within the learning environment in
a way that allow flexibility in learning (Lippman, P., 2010). On the other hand, Herrera
(2006: p.2) states that "a learning environment is a physical and psychological environment
of regulated interactivity where people converge for educational purposes," which
demonstrates the need for an educational environment that promotes learning and,
therefore, the integral development of children (Castro, M. & Morales, 2015).

A physical environment both indoor and outdoor affects the behavior of all who
interact in it, being children the main users of it, in turn this can improve or interfere with
the learning and development of independence in children, since the physical space
functions as a "third teacher" along with children and adults (Stonehouse, A., 2011). Space
is also visualized as the result of an educational strategy, an instrument that supports the
teaching-learning process. The learning environment is represented by a lively, changing
and dynamic environment, as children, interests, needs, ages, adults and the environment in
which they are immersed change continuously (Colombian Family Welfare Institute,
Ministry of Culture of Colombia & Carvajal Foundation, 2014). (Castro, M. & Morales,
2015). In addition, both the environment and the exterior are seen in an active way, the
interior environment consist of an aesthetically structured space where the design focuses
on creating a social environment, which supports learning, contributes with educators,
allows the student to explore and discover for himself according to his interests and

39
through the practice of theory it shapes students by promoting interactions among them
and spaces (Lippman, P., 2010).

Likewise Regio Children and the Domus Academy Research Center (2009: p.24)
consider that the environment should allow to experience pleasure by using it, be explored,
empathic and able to attract and offer significance to the experiences of people who inhabit
it; in addition, they indicate that communication becomes a structure that is ahead of
architecture, reason why in the learning environment should be considered to provide
spaces for the connections of words and meanings elaborated by the listener, without the
need to make everything explicit in an aesthetic level and language. This is reinforced by
Hoyuelos (2005b, p. 172), pointing out that communication is "the ability to establish
reciprocal listening, communication to others, to the spaces that speak to us, those that are
offered to us" (Castro, M. & Morales, 2015).

According to an analysis carried out by Gifford's (2002, p.298) of environmental

psychology findings for educational settings, the interior design, scale and form of the
learning environment influences the concentration and distraction of the student in the
moment of retaining and memorizing the information, the external noise can interfere
negatively in the learning process. In addition, it refers to aesthetics as a characteristic of
the environment that has a positive effect on the student's comfort, transmission of cultural
values, stimulates creativity and develops independence which in the end is reflected in the
academic performance of the student.

The reflection of the above mentioned emphasizes the importance of certain

physical characteristics that a learning environment should have to promote an
environment to which the student wants to return each day and influences on personality
development. Therefore it is of utmost importance to consider the following:
x The use of fluorescent lights highlights the elements that make up a particular
environment, providing security, comfort and avoid visual fatigue; however it is
important to note that the best light to study is sunlight.
x The interior space should have contact with the exterior, through windows and
doors with access to patios or gardens that regulate temperature, improve air quality
of the classroom and provide natural light to the interior space.

40
 x The amount and organization of furniture and spaces, is very important for
classroom performance, related to teaching strategies, as well as educator and
student feelings.
x Students need a certain degree of privacy and belonging to the space, because if
space is too dense it can cause aggression among students affecting pedagogical
goals (Gifford, R. 2002, p.298).

On the other hand, Guardino and Fullerton (2010) show that through the
modifications of the classroom environment it is possible to increase academic
commitment and interaction among students. A study by La Roque (2008) shows that
while the environment is difficult to understand, the academic achievements of students are
lower (Muñoz, J., García, R. & López, V. 2016), that is why simplicity and order in the
environment should be considered during the design process in order to provide an
environment that not only meets student's needs but also supports the educator during
educational practice and simplifies the teaching-learning process.

3.1.4. Alternative Teaching Methods

Teachers have unlimited possibilities with regard to the instructional methods they
can employ, but still traditional teaching methods are often used, which focus on the
teacher and there is little or no student interaction in class, despite being a more direct
method, its efficiency is reduced due to the low attention and interest of some students,
which impairs learning. Education and technology education must follow time advance, be
flexible and adapt to new demands and interests.

Despite the success of traditional teaching methods in the past, current generations
have a completely different mindset than past generations, which requires new innovative
methodologies that work especially for today's students. Certainly, success and popularity
of the methods used in the past make them the basis for the new ones, transferring the
advantages of these teaching methods to the new concepts, generating an innovative
method.

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 To understand better this type of evolution in education, it is necessary to know that
it is an alternative teaching method, being that one that differs from the conventional
educational system and in many schools is the basis of the educational system. In general,
alternative education methods are centered on providing students with the tools that allow
them to become self-taught, but always under the direction of specialized teachers
(Salabert, E. 2017). Its aim is to try to provide an answer to series of doubts, concerns or
perceived shortcomings of traditional education systems that are of concern to education
experts, parents and society in general. Methodologies in education have a complex nature,
including a wide variety of research, approaches, techniques and tools that try to guarantee
the learning process in children (Torras Virgili, M.E., 2015).

Although most alternative methods have decades, there are some of them still
employed nowadays, among which we can highlight the following:

a. Waldorf Education – based on the work, ideas and contributions of the Austrian
philosopher Rudolf Steiner (1861-1925), that have been of much influence in
diverse thinkers and artists. Among its features, we can mention that Waldorf
schools are associated with the challenges that industrial society supposes,
educating for a social life that would achieve these demands; self-governance in
children is promoted, is the base of educational practices and same educational
theory and methodology, also promotes self-discipline, attention to children is
individualized and educational practices are active.

b. Montessori Method – owes its name to the pedagogue Maria Montessori born in
Italy (1870-1952). She renewed teaching by developing a method that especially
aimed at children in the preschool stage, based on the promotion of initiative and
responsiveness of the child through the manipulation of specially designed teaching
materials. This educational system proposes variation of work and greatest possible
freedom, so that the child learns above all by himself and to the rhythm of his own
discoveries. What characterizes the Montessori Method is the development of the
children's cognitive system, to have a prepared environment, to classify the
sensitive periods and to take into account the role of the adult. In general, Maria

42
 Montessori's contributions are part of the history of pedagogy and higher education
formation of teachers, educators and educational psychologists.

c. Reggio Emilia – is a province of Italy that in the 1950s was devastated by World
War II, due to it a group of women decided to build a school where their children
were not simply welcomed. Years later, the City Council of Reggio Emilia
promoted a network of nursery schools for children aged 3 to 6 years. This
methodology is based on the evaluation of the research, key to the reflection and
the deepening for teachers’ practices and the conception of school as an organized
space around different environments adapted to children’s ages and needs (Torras
Virgili, M.E., 2015).

d. Harkness Method – not based on any ideology, but on an element of furniture, the
table. Developed by tycoon Edward Harkness, revolves around a table where
students sit around and talk about each and every of the subjects. The classroom is
seen more as a conversation hall and the role of the teacher is to moderate the
conversation and ensure that the conversation does not deviate too much. This
method encourages students' communicative skills and respect, among many other
skills. However, it is restricted to a limited number of students, which has limited
its expansion between education systems (Santos, D. 2014).

In turn new methods have emerged over time focusing on student-centered

learning, where the student not only chooses to study but also how and where, according to
his needs and interests. These methods make learning more meaningful by engaging and
empowering students to create, understand and connect acquired knowledge. Recently
education is changing from a traditional perspective towards a student-centered teaching,
many of the methods applied today have taken as base some of the methods mentioned
above, among these new methods we can mention;

a. Phenomenon Based Learning – This method currently used in Finland, is based on

constructivism, in which students are seen as active constructors of their knowledge
and information is seen as the result obtained from solving problems from small
pieces that make up a whole. The starting point for learning lies in the holistic

43
 phenomena of the real world, starting with observation from different points of
view, so that we can study and understand the phenomenon through questions or
problems. In the Phenomenon Based Learning method an environment is prepared
by the educator, which bears much resemblance to the prepared environment of
Maria Montessori. The approach of this method supports the learning by means of
the investigation, solution of problems, realization of projects and educational
practices that include learned abilities that could be used both outside and inside the
classroom (Phenomenal Education website, 2015).

b. Project Based Learning model – PBL it is a project-based teaching method that

allows students to develop their knowledge and skills. Students work for long
periods investigating, discovering and responding to a complex problem, demand
or challenge. PBL method leaves behind the memorization and the traditional
exams and allows that through significant projects, the students manage to
dominate the contents. Projects are focus on learning goals including the
development of skills such as critical thinking, understanding, problem solving,
collaboration and self-direction (Buck Institute for Education, 2017)

c. STEM Education – an acronym used for the fields of Science, Technology,

Engineering and Mathematics. It is a method that initiate in the United States when
in 1957 they are challenged to become leaders in science, technology, engineering
and mathematics, until in the 1990s many education councils helped to shape and
guide educational practices by forming the STEM curriculum. It is currently the
mainstay of educational reform in the United States and is used in other countries
around the world. STEM is a curriculum based on educating students in the four
disciplines that compose it, using an interdisciplinary and practical approach that
applies to the demands of today's world (Marick Group, 2016). STEM education is
characterized by tasks that are functional and based on real problems, allowing
students to develop their critical thinking through research, discovery and problem
solving in a creative way.

d. Multiple Intelligences Theory – MI theory proposed by Dr. Howard Gardner in

1983. Through this concludes that intelligence is not innate and static that

44
 dominates the abilities and capacities of the human being, but intelligence is in
different zones of the brain, which are related to each other, working separately or
jointly. Gardner points out that there are eight intelligences, verbal-linguistic,
logical-mathematical, body-kinesthetic, visual-spatial, musical-rhythmic,
interpersonal, intrapersonal, and environmental-naturalist. This method is based on
the integral development of the child, i.e. all aspects of physical, cognitive, social,
moral, emotional, linguistic, etc. development. The application of this theory allows
students to develop didactic strategies that take into account the different forms of
acquisition of knowledge that the students have. This theory is the basis of
educational systems in many cities in the United States, Latin America, the
Philippines, Singapore and Europe, where many schools carry out activities that
seek to develop the different intelligences that are nowadays vital for the success of
future professionals and citizens (McFarlane, D. A., 2011).

e. Hands On Learning – developed by Russell Kerr in 1999, generated as a response

to the many years in which he observed how students struggle with different
learning styles limiting the opportunities to develop their potential. This method is
based on the construction of relationships between students and the environment,
for this purpose the tasks performed are easily achievable and authentic capable of
engaging students in learning, in turn provides an environment with real objects in
which students feel they belong and have the opportunity to develop their social
skills and self-confidence (Hands On Learning, 2017).

After having a general idea of the old methods that are still applied today and the
new methods emerging with the evolution of the world and the technology, as part of the
study three of them have been selected being these, STEM Education, Multiple
Intelligences and Montessori Method, this because these are the methods most areas cover,
are flexible in their contents and also are the most applied currently, giving utmost
importance to the development of skills needed for a successful professional in the 21st
century. Then the selected methods are further described, including their history, principles
and the importance of each.

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3.2. STEM Education

The term STEM is the acronym for the terms Science, Technology, Engineering
and Mathematics. It is a method that initiate in the United States when in 1957 they are
challenged to become leaders in science, technology, engineering and mathematics, until in
the 1990s many education councils helped to shape and guide educational practices by
forming the STEM curriculum. It is currently the mainstay of educational reform in the
United States and is used in other countries around the world. STEM is a curriculum based
on educating students in the four disciplines that compose it, using an interdisciplinary and
practical approach that applies to the demands of today's world.

The National Science Foundation developed the word STEM from 2001 to 2004 as
an acronym which stands for science, technology, engineering and mathematics, this being
a teaching method that builds knowledge and skills development required to identify
problems, collect and analyze data, experience and solve problems, both in professional
and daily life. STEM is an integrative approach to curriculum and instruction, a type of
integrated education for all types of students that removes the boundaries between subjects
by teaching them as one (Morrison & Bartlett, 2009); its importance lies in the fact that it
is the basis for the development of the skills necessary for a successful career regardless of
the profession students choose. This seeks to improve competitiveness in the technological
development of the nation through preparation in these disciplines. Among the benefits for
students joining a STEM based program, we can mention:
x Acquire and apply the knowledge and skills of science and math to everyday life,
x Learn the skills of problem solving,
x Develop critical thinking and
x Learn to work collaboratively in groups

The four disciplines that make STEM complement each other. Although they may
have particular characteristics, each has a common goal: to solve problems and to help
humanity. Such is the case of science, being very important for the development of
humanity affecting all aspects of the life of living beings. Meanwhile technology is the
application of scientific knowledge that allows designing and creating goods and services
to meet the essential needs of humanity. Engineering is the set of scientific knowledge and

46
techniques applied to the development, implementation and improvement of physical and
theoretical structures, for the solution of problems that affect the activity of society.
Engineering is an activity that applies and transforms scientific and mathematical
knowledge into something practical. Mathematics study the relations and properties among
abstract units with geometric figures or symbols and numbers following logical reasoning.

Educators, on the other hand, having control of the learning environment can
provide varied activities individually or in small groups, focused on integrating the four
academic areas while exposing students to significant situations. For example, at the
preschool level, STEM activities are integrated by examining rocks and insects (science),
using computers and simple machines (technology), playing with blocks (engineering) and
counting figures and detecting patterns (mathematics) developing all kinds of activities to
get students’ attention and interest in the subjects (El Educador, 2016).

Within the characteristics of STEM, we have the following:

x Uses an integrated curriculum, focused on the principles of science, technology,
engineering, and mathematics, in which students learn to apply the information
learned to solve a problem creatively.
x It is research-based, students are asked to work together to solve problems by using
questions and response techniques through research.
x Incorporates teamwork and promotes the practice of the skills needed for business
and industry, these promote confidence and allows them to discover personal skills
that they did not know they have.
x It is attractive to students as they enjoy discussing and participating in the
classroom to solve a significant problem.
x It is satisfactory, that is, teachers are able to perceive themselves as facilitators of
the learning process and not simply as educators.
In general, the aim of STEM education is to introduce creative techniques for
problem solving to students. Likewise enhances the learning experience by applying
general principles and practices. When properly incorporated, it must inspire creativity,
inquisitive thinking, and teamwork (Roberts, A., 2012). The practice of STEM disciplines
can instill in students a passion for research and discovery, fostering skills such as

47
persistence, teamwork and the application of acquired knowledge to new situations (Bailey
et al., 2015; Betrus, 2015).

3.2.1. Principles Of STEM Education

STEM as an alternative method has an interdisciplinary approach, offering a set of

multiple facets with greater complexities and new areas of knowledge that ensure the
integration of the disciplines that compose it. STEM education by itself, can fit anywhere
and take countless forms, also can be an influential and entertaining teaching tool for
education. As every alternative teaching method, STEM curriculum is based on certain
principles that allow success and development of students' skills and abilities.

3.2.1.1.Students’ Prior Knowledge

STEM takes as a solid base of learning students' prior knowledge, if this knowledge
is robust and accurate, it gives students the opportunity to control it and use it for a
meaningful learning (STEM NSW Department of Education, 2017), which allows students
to connect new knowledge to the knowledge they already possess. These relationships give
meaning to what the students need to learn and this is only possible based on what the
student already knows.

The first element that composes learning process is the previous knowledge of the
student; therefore the educator must implement strategies that allow connecting the new
knowledge to the previous knowledge. Normally the educator plans from the structure of
the subject he is going to teach, sequencing the contents and the subjects as if they are of
equal difficulty and in any case when the students present difficulties to the learning of the
matter, the educator chooses to dedicate more time to the topic or changes the tactic.
However, for humans the reality is not an objective reality, but an interpretation that built
from the schemes and structures that we already have. Cognitive ability changes with age,
but there are schemes and structures that have not undergone any change and it is on them
that one should work to achieve meaningful learning. In this sense Ausubel (1986) states
"If I had to reduce all educational psychology to a single principle, I would state this: the

48
most important factor influencing learning is what the student already knows. Find this out
and teach yourself accordingly" (García, C.A., 2010).

3.2.1.2.Students Organize Information And Apply New Knowledge

During the teaching-learning process, students make connections between pieces of

knowledge, making them able to acquire and apply new information. Through the STEM
methodology, students have the opportunity to organize and create the right connections
between knowledge and practice (STEM NSW Department of Education, 2017).

STEM disciplines focus on a limited amount of great ideas, knowledge and

conceptual practices allowing concepts to be examined and understood in depth. This more
than knowing facts, concepts and even more than an isolated deepening of the different
disciplines, implies a connection and organization between the previous and the acquired
information. The acquisition of a concept or practice not only generates the subjective view
that is related to the different disciplines and also provides an idea of how this can be
applied. Naturally, each student organizes the information received according to their age
and interests, so the number of challenges in class should be limited depending on the level
of education of the student and the subject to achieve depth and cohesion in the
interdisciplinary learning process (Flanders State of the Art, 2016).

3.2.1.3.Students’ Motivation Influence Learning Process

Through STEM education students become autonomous over when, what, and how
to learn. Learning turns active, both the educator and the student participate in the learning
process. Students actively participate in the learning process; involve the material studied
through the development of writing, reading, listening, and reflection activities motivating
them to learn and develop their critical thinking, interpersonal skills and to acquire a better
retention of acquired knowledge (Dr. Jean Page, 2016).

However, we must know that each student is motivated for different reasons, an
activity done in class produces different responses in students. The term motivation plays a
critical role as a guide to the quality of learning that will take place. STEM education by

49
combining different subjects and integrating them generates a high level of interest and
motivation in students (STEM NSW Department of Education, 2017), increasing the
student's interest in his or her own learning or the activities that lead to it, this can be
acquired or increased depending on interior and exterior elements. It is more important to
promote interest in the activity than in the message that one wants to transmit, for which
educators must rely on the interests of the students and connect them with the objectives of
learning or with the same activity.

3.2.1.4.Development Of Student Skills

Through interdisciplinary teaching, the child develops and learns the skills and
knowledge necessary to perform complex tasks, integrating them to develop fluency
(STEM NSW Department of Education, 2017). Within STEM education, interdisciplinary
teaching involves applying knowledge to more than one discipline simultaneously;
students are immersed in the application and integration of science, technology,
engineering and mathematics. The student is seen as a whole, in need to learn in an
inclusive way, since the learning cannot be segmented, but it is systematically related or
organized through a central theme. Seen as a technique of challenging and teaching
students to think and solve problems in ways that are meaningful. Invites children to
explore and be curious, giving them the freedom to think aloud, develop their own criteria,
work in groups and learn to respect the opinions of others (Dr. Jean Page, 2016). In fact,
STEM materials are often supplemented by contributions from other disciplines, for
example through historical links, works of art, etc.

STEM aims to relate curriculum content to research and design skills. STEM
education gives attention to the development and application of design skills, including
brainstorming, research and design, testing and improvement. With this aim in mind,
teachers facilitate the development of these skills and perform activities that allow students
to apply them in a functional way. In the same way, the learning environment stimulates
exploration and experimentation, motivating students to increase the degree of self-
direction, allowing them to construct or reconstruct the concepts themselves (Flanders
State of the Art, 2016).

50
 Currently interdisciplinary teaching has become a need due to the continuous
development of scientific knowledge, technological innovation and continuous demand of
trained professionals to provide solutions to different kinds of problems capable of
developing in a world that is increasingly complex and interconnected. In short, teaching
from an interdisciplinary approach requires teaching materials adaptable to the different
subjects and a permanent teaching update, which allows teachers to develop didactic skills
and acquisition of disciplinary knowledge to successfully deliver this type of teaching and
in turn meet the needs of all students equally.

3.2.1.5.Goal-Directed Practice

STEM gives students the opportunity to participate in planned activities that

involve objectives and contents of specific subjects, challenging them and obtaining as a
result the reactions and comments of their peers, teachers and in turn a self-assessment of
their proposed solutions, (STEM NSW Department Of Education, 2017) this in order to
improve student work, to emphasize progress rather than deficiency, to enrich evaluation
and to stimulate self-confidence, which is the basis of the motivation necessary for
effective learning.

The role of children is active participation, that is, solve problems, make
comparisons, make decisions, think about consequences, make connections and evaluate
outcomes by developing critical thinking skills. The role of children is active participation,
that is, solve problems, make comparisons, make decisions, think about consequences,
make connections and evaluate outcomes by developing critical thinking skills. Although
many educators support incidental learning, in which children have the opportunity to
explore, discover, and learn for themselves and other educators prefer intentional
instruction, which is more focused and directed by the educator, it is important to balance
both types of learning within the classroom (Dr. Jean Page, 2016). The important thing is
to consider the specific needs of the child, the acquisition of concepts, skills and abilities
used in current and future workplaces.

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3.2.1.6.Self-Directed Learning

STEM engages students in group activities that motivate them to take responsibility
for the planning, evaluation, monitoring, and reflection of these. While students become
more active, they are able to learn for themselves, learn to self-directing, to monitor their
activities and to direct their concentration towards learning (STEM NSW Department of
Education, 2017). Self-education requires the application of all abilities to different
possibilities, the use of all their forces and the use of freedom; in turn encourages creativity
through the activities carried out and helps them to have a broader knowledge of topics that
they did not know previously. Educators have an important role in the children lives, being
responsible for creating an environment conducive to the development of children,
providing the material and information necessary to achieve a successful teaching-learning
process.

3.2.2. Design Recommendations For STEM Facilities

The recommendations presented below are based on a research done by a team of

“Gensler” education experts and educators at “Dwight-Englewood School” in New Jersey,
it consisted of visiting 16 STEM science and technology facilities built over the past 15
years. Following the observations made, the result was a catalog of recommendations
about general facility design, configuration and specific aspects of the learning
environments, highlighting existing opportunities to improve STEM facilities and
education through innovative design. After analyzing the study, significant
recommendations for a design that fits STEM education are described in the next section.

a. Everything Is Connected
It refers to the STEM disciplines intertwined as an integral part of creating spaces
that promote communication and connection between different fields of study. The
connections created between the disciplines motivate the students to make the connections
between the subjects by themselves, promoting the interaction between the educator and
the student.

52
 Figure 1. The Lower School STEM Lab.

Reference: Wilmington Friends Lower School, 2017. https://www.smore.com/346c-wilmington-

friends-lower-school

Therefore, it is sought to create spaces that foster interdisciplinary communication,

to increase interaction between students and school staff. This can be achieved by creating
large areas that promote circulation and movement as an opportunity to provide space and
furniture solutions where collaboration and interaction between students and educators
takes place; likewise the proximity between the different areas promote the visual
connection and integration of them. It is also suggested to create a central space where all
parts of the student's life interact and this should be placed at an important intersection
between the different ways.

b. Anytime Is a Teaching Moment

The learning process can take place not only in the classroom. When implementing
STEM in the facilities students are involved in the course of the school day through
various means that integrate into the physical environment the subjects students are
learning. The school itself can take an active role as a teaching tool that supports the
STEM curriculum through direct and indirect educational tools, from classroom
exhibitions to activities that allow the relationship between constructed and natural spaces.
Figure 2. Push and Pull-Kindergarten

Reference: Wilmington Friends Lower School, 2017.

https://www.smore.com/346c-wilmington-friends-lower-school
53
 This can be achieved by providing classrooms with transparent walls allowing
contact with outdoors. With this, the natural space is incorporated into the classroom and
sustainable practices, commitment to the environment and sustainability are promoted, as
well as the transparent walls allow the exhibition of the works done and the process behind
them. Due to the fact that works are visibly exposed, a learning culture is fostered by
actively integrating spaces into the learning of students.

c. Learning Happens Through Doing

STEM education fosters an active and practical approach to learning and teaching,
involving students and conveying complex concepts, which imply more practice and
experimentation. Spaces that adapt to different needs and promote active engagement with
the learning environment are crucial to successful and productive learning. It is therefore
suggested to provide flexible multi-zone teaching spaces that promote direct interaction, as
well as opportunities for experimentation, and have the capacity to change over time. A
fusion of learning environments fosters individual and group work and integrated spaces
promote collaborative learning.

Figure 3. Students think both independently and cooperatively

Reference: Wilmington Friends Lower School, 2017. https://www.smore.com/346c-

wilmington-friends-lower-school

It should be considered environments that include fixed infrastructure, such as

laboratories, workshops, among others, so as to integrate them with more flexible teaching
areas, avoiding the creation of isolated spaces and combining different disciplines in a
single environment. This in turn creates opportunities for continuous transitions between
doing and teaching, supported by the constant evolution of furniture, tools, and technology,
so that the ability to evolve easily from these spaces is of prime importance.

54
 Figure 4. Technologic tools used in a STEM classroom

Reference: Middle Country Central School District, 2017.

http://mymiddlecountryschools.net/kindergarten

3.2.3. Importance Of STEM Education In The 21st Century

Today preparing students for a successful future involves exposing them to the
disciplines that make STEM education to develop their skills of critical and solving new
problems in a world thought in which education is under pressure to respond the demands
of a world that is constantly changing. Even if a student who is being educated under
STEM does not choose a career related to the subjects that make up this education, the
skills learned could be applied in any career, teaching them to think critically, solve
problems using their creativity and prepares them to work in various fields.

As Stephen DeAngelis, President of Enterra Solutions said (2016:10), "Educating

students in STEM subjects (if taught correctly) prepares students for life, regardless the
profession they choose to pursue. These courses teach students how to think critically and
how to solve problems, skills that can be used throughout life to help them through
difficult times and take advantage of opportunities whenever they arise" (Mab Java, C.)

Therefore, the importance of STEM education in the 21st century is the

methodology applied to teach the subjects that compose it, students are not only taught the
subject but also how to learn, how to ask questions, how to experiment and how to create.
STEM ensures that the essential concepts of science, mathematics, technology and
engineering are understood and applied in an interdisciplinary way. Demonstrating that is

55
founded on great principles and ideas applicable from various angles (Flanders State of the
Art, 2016).

STEM focuses on innovation, responding to current challenges and looking for

innovative and creative solutions through the connection of STEM components. Likewise,
it goes from the current educational standard to an integral interdisciplinary method that
develops the skills necessary for successful professionals in the 21st century, becoming
increasingly important in a world where there are constantly more challenges and
opportunities (Universidad de San Diego, 2017).

This thought is reinforced by Naveen Jain, Entrepreneur and Founder of the

Institute for Innovation in Schools Out for summer: Rethinking Education for the 21st
Century, "If today's children and students are our future, this is the kind of education we
need. This standardized learning system that teaches a test is exactly the kind of education
our children do not need in this challenging, pervasive, and confusing world. Today's
educational system does not focus sufficiently on teaching children to solve real-world
problems and is not interdisciplinary or collaborative enough in its approach" (Universidad
de San Diego, 2017).

To conclude the competencies developed through STEM education are essential in

the 21st century, as more attention is given to research-based learning, to the relationships
built between knowledge and practice, to the development of skills for the resolution of
problems either individually or cooperatively and to creative thinking.

3.3. Multiple Intelligence Theory

Traditionally many of the learning contexts are employed by educators teaching all
students as if they are all the same. One of the most significant advances in education in
the twentieth century is a study of different learning styles, recognizing that each student
has different abilities, skills and ways of learning than the rest, this study done by Gardner
shows that Cognitive ability is pluralistic rather than unitary, it gives the different types of
learners the opportunity to use their areas of strength for the benefit of their learning and
allows educators to employ a wide variety of forms for the development of the taught

56
subject (Arnold J and Fonseca MC, 2004, pp. 119-136). To understand the MI Theory it is
necessary to know what intelligence is, defining it as a general ability found in different
degrees in all individuals, necessary to solve problems or to elaborate products that are of
importance in a cultural context (Gardner, H., 2011).

Howard Gardner defines intelligence in three different forms; as a property of all

human beings, an aspect in which humans differ and the method in which humans
accomplish a task. On the other hand, social theorist Robert J. Stemberg (1985, 1988,
1997) sees intelligence as a behavior in individuals, which emerges from the balance
between three skills or abilities, these being analytical, creative and practical, which
together constitute what is human intelligence.

Dr. Howard Gardner established the Multiple Intelligence Theory in 1983; it states
that every person possesses different types of intelligence, that is, the capacities that are
universal in the human species. Each intelligence actives from certain types of information
presented internally or externally and these are usually suitable to collect information
through symbolic systems that allow transmission of information in significant ways. His
theory debut in his first book, Frames of Mind, where he defines the seven intelligences
being these: Linguistic/Verbal, Logical/Mathematical, Spatial, Kinesthetic, Musical,
Interpersonal, and Intrapersonal. Later in 1999 Gardner decides to add an eighth
intelligence in his book Intelligence Reframed, being this the Naturalistic. Gardner
suggests that all individuals have the eight intelligences which may change over time, but
each individual develops some more than others according to their abilities and problem-
solving skills (Heming A.L. 2008).

The MI Theory differs from the others by taking into account the differences
between individuals. Gardner and Hatch (1989) demonstrated that standard intelligence is
incapable of exploiting the expansion of human potential (McFarlane, D. A., 2011). The
Multiple Intelligence Theory recognizes that people learn using diverse types of
intelligences, defining us as human species and differentiates us from other species on
earth. The possession of eight intelligences implies that individual learning varies
according to a platform of human potentialities and individual differences derived from
cultural and bio-psychological factors, which in turn affect the abilities and capacities of

57
the individual. The theory of multiple intelligences studies the diversity that characterizes
individuals, obtaining an effective approach that allows and gives educators the necessary
flexibility for the teaching process, taking into account the differences of the students.
As educators develop and utilize pedagogies that consciously attempt to engage
students in a variety of ways, knowing which intelligences students possess is
critical to effective instruction. The benefit of this evaluation is two-fold. If
instructors know the strengths of their students, they can better prepare engaging
and relevant lessons that correlate with those strengths. Secondly, students,
knowing their strengths, can engage various strategies to enhance their learning
accordingly (Griggs et al, 2009, p. 55).

We live in a global society in which diversity defines what social life is, such as
schools reflecting the diversity of social classes, languages, cultures, ethnicities,
nationalities, religions, etc., where the educator should be able to facilitate large
differences and in turn vary the educational methodology to effectively meet the standards
of educational quality.

As an alternative, the MI theory offers to educators working through diverse and

flexible educational approaches for this diverse society with different abilities and
aptitudes. In the present 21st century, MI is conceived as one of the most effective theories
and methodologies for teaching-learning, because students learn in different ways, some
are visual learners, while others are kinesthetic and others through a combination of
different modes of learning regarding to their intelligence.

MI recognizes the different skills and abilities of children and people in general,
which allows schools to expand their curriculum and develop better assessments applicable
to the diverse needs expressed by students. It has also provided numerous opportunities for
a better understanding of how people learn and how education can be modified based on
these to facilitate learning, being considered as an integral part of the teaching-learning
process by providing better access to education and satisfying the needs and demands of
the educational actors (McFarlane, D. A., 2011).

Howard Gardner (1993:10) points out that the ideal school of the future must be
based on two theories: the first is that not everyone has the same interests and skills; and
the second is that we do not all learn in the same way. To sum up, he says that we are all

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different and we learn in different forms. Gardner claims that we all have multiple
intelligences: «We are all so different largely because we all have different combinations
of intelligences» (1993:12). That is to say that all human beings have multiple
intelligences, which are combined in different ways, which can affect the learning and
teaching of the subjects.

3.3.1. Types Of Intelligences

Gardner's theory of multiple intelligences represents an important contribution to

cognitive science, describing the development of eight intelligences, taking into account
individual differences and the development of each of them in the classroom for the benefit
of Education in general. These intelligences are understood as personal weapons that each
individual possesses to learn and store the new information so that it can be used when
necessary; these in turn can be trained and interchangeable. The different intelligences
have a neutral value; none is above the other and are existent in all human beings although
some people may be more talented than others (Arnold J. & Fonseca M.C., 2004, pp. 119-
136).

3.3.1.1. Linguistic

This intelligence is defined as everything related to language, talks, readings,

scriptures and communication (Heming A.L. 2008). It refers to the skill of expressing
words efficiently. It includes dexterity in the use of phonetics, composition, semantics and
pragmatic uses of language, usually using both hemispheres of the brain (Lupiañez, M. A.
2010).

It is also considered as the intelligence that most people develop due to the
continuous communication with others. Students who have a high level of linguistic
intelligence usually enjoy writing, reading, speaking in public, performing crossword
puzzles, learning languages, and they are very good at expressing and communicating,
using language effectively to express themselves rhetorically or poetically (Heming A.L.
2008). This intelligence includes the ability to use language as a means to remember and

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memorize information, as well as taking notes helps them to remember the information
learned (McFarlane, D. A., 2011).

This type of intelligence can be developed through debates, word games, group
readings, etc. This intelligence is mostly seen in lawyers, writers, speakers, journalists and
poets (Lupiañez, M. A. 2010).

3.3.1.2. Logical–Mathematical

This type of intelligence has been classified by scientists as the best example of
gross intelligence or ability to solve problems that apply to all fields (Gardner, H., 2011).
Howard Gardner considers it as the ability to detect patterns, analyze logical problems,
perform mathematical operations, reason deductively and think logically. This intelligence
is most often associated with scientific and mathematical thinking (McFarlane, D. A.,
2011).

It is defined as the ability to use numbers effectively and to reason properly.

Corresponds with the thinking mode of the logical hemisphere and with what society has
consistently considered as the only intelligence (Lupiañez, M. A., 2010).

This intelligence normally dominates in the fields of science and mathematics,

being seen at a higher level in scientists, mathematicians, accountants, engineers and
systems analysts among others (Lupiañez, MA, 2010), and involves manipulating objects,
solving problems, performing calculations, create hypotheses, complete and solve
mathematical operations (Heming A.L. 2008).

Many students with a high level of logical/mathematical intelligence normally work

in patterns, enjoy math problems, numerical calculations, statistics, strategy games and
experiments, also they are characterized by being very organized, working based on
schedules and structures and are not afraid to ask when they do not understand the task to
be performed (Heming A.L., 2008). To develop logical-mathematical intelligence we can
use tools such as puzzles, activities that involve critical thinking, problem solving, etc.

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3.3.1.3. Visual–Spatial

It is defined as the intelligence that involves the skill of perceiving the visual world
through the transformation, modification and recreation of the aspects of the real world for
an individual. It is considered as the ability to create a model of the world in three
dimensions related mainly to the concrete world; however blind people can even possess
this type of intelligence, since mental images, spatial reasoning, graphic skills and
imagination characterizes it (Heming A.L., 2008). The development of the Visual
Intelligence allows perceiving images from outside or inside, in order to reconstruct or
modify them, and the taking them to a cosmos making that the objects go all over it and
producing or decoding graphic data (Lupiañez, M. A., 2010).
This type of intelligence is highly possessed by people who usually solve their
problems using navigation, maps and images that require a great use of them. It is also
characteristic of students who enjoy arranging their desks, watching music videos, creating
art, making conceptual and mental maps and studying better using graphs, diagrams and
pictures (Heming A.L., 2008). For the development of visual-spatial intelligence can be
used graphs, diagrams, maps, color signals, etc., enhancing the recognition and use of
patterns of space and more confined areas (McFarlane, D. A., 2011).

3.3.1.4. Body-Kinesthetic

The potential of using the whole body or parts of the body to solve problems is
what is known as Kinesthetic Intelligence, this is the ability to use mental skills to
coordinate body movements (McFarlane, DA, 2011) and implies, according to Gardner,
the development and perfection of the physical capacities by the union of the mental and
physical activity (Heming A.L., 2008).

Kinesthetic Intelligence is the capacity to use the whole body for expressing
thoughts and feelings, through the manipulation of objects and the use of the hands to
manipulate elements. It consists of coordination skills, equilibrium, flexibility, dexterity,
strength and speed, as well as motor ability and perception of measures and volumes
(Lupiañez, M. A., 2010).

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 The control and evolution of the body movement are of vital importance for
humans, since this adaptation extends to the use of utensils, likewise the ability to use the
body in the expression of emotions or to create products indicates the cognitive
characteristics of body use. This body development is clearly distinct in children as they
grow and develop parts of their body through movement (Gardner, H., 2011).

Usually students with a high level of intelligence are characterized by being very
restless, have difficulty staying seated for long periods, learn better by observing and are
very participative in activities and sports performed outside (Heming A.L. 2008). They
also stand out in sports activities, dance, body expression and construction work using
various tangible materials (Lupiañez, M.A., 2010). For the development of
body/kinesthetic intelligence, the ideal is to perform theatrical games, objects to
manipulate, use body language, hands, manual activities, etc.

3.3.1.5. Musical–Rhythmic

Musical intelligence involves the ability to use timbre, rhythm and tone as a skill in
performance, composition, and appreciation of musical patterns (Heming A.L. 2008). It
includes the ability to perceive, discriminate, transform, compose and express information
through musical forms such as musical tones and rhythms (Lupiañez, M. A., 2010).
According to Howard Gardner, musical intelligence operates in a quasi-structural parallel
with linguistic intelligence (McFarlane, D. A., 2011).

Students who possess a high level of musical intelligence feel captivated by the
sounds of nature, melodies and create rhythms to retain information (Lupiañez, MA, 2010),
find patterns easily in objects and when they are working are often distracted with Ease
with the sound of TV and radio (Heming A.L., 2008). For the development of
body/kinesthetic intelligence, the ideal is to perform theatrical games, manipulate objects,
use body language, hands, manual activities, etc.

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3.3.1.6. Interpersonal

Interpersonal intelligence is built on the ability to distinguish in people the

differences in their moods, temperaments, motivations and intentions, allowing us to
understand them so as to work with them (Gardner, H., 2011). It includes the ability to
interact effectively with people, being aware and sensitive to facial expressions, voice,
gestures and postures and the ability to respond to these (Lupiañez, M. A., 2010).

Usually people who possess it have effective verbal and nonverbal communication,
the ability to notice peculiarities among others, the ability to hold the attention of several
people and in turn understand the intentions, motivations and desires of other people.
Students who are characterized by possess this intelligence usually enjoy working in
groups, participate in extracurricular activities and enjoy thinking about problems of major
importance such as poverty and wars, also they are characterized by being leaders among
their peers and being much more communicative than the rest (Heming A.L. 2008).

This type of intelligence is much more developed in educators, salespersons,

religious and political leaders, and counselors (McFarlane, D. A., 2011). To develop
interpersonal intelligence, it is recommended to promote activities that involve team-work,
where the possessors of this intelligence have the opportunity to interact with their peers.

3.3.1.7. Intrapersonal

Intrapersonal intelligence is defined as self-knowledge, understanding the internal

aspects of our person, for example multiple emotions, feelings, fears, motivations and the
ability to distinguish them in order to understand one's own behavior as such (Heming
A.L., 2008). It involves the ability to understand our personality, to build an accurate
perception of self, organizing and directing one's life, as well as self-discipline, self-
understanding and self-esteem (Lupiañez, M. A., 2010). According to Howard Gardner,
intrapersonal intelligence is being aware of our capacities and being able to use that
information to control our lives (McFarlane, D. A., 2011)

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 In general, having the benefits of interpersonal intelligence helps us to work and
understand ourselves better (Gardner, H., 2011). Usually what distinguishes adults and
children who possess a high level of interpersonal intelligence is their preference for
working individually, enjoy helping others, are good counselors, reflect before acting,
consider equitable treatment, are aware of their feelings and are considered shy among
their peers, yet the control of their nature is extremely high, as they know themselves and
understand their personality (Heming A.L. 2008).

3.3.1.8. Naturalistic

Naturalistic intelligence is defined as the ability to understand the natural world,

both urban and rural. It is implies the capacity to distinguish, categorize and resort to
elements that compose the environment, such as animals, plants and objects, including
skills such as observation, experimentation, reflection, questioning and interaction with
ecosystem creatures (Lupiañez, M. A., 2010). It includes the ability to distinguish and
classify different species of living things such as plants and animals, as well as sensitivity
to other characteristics of the natural world, such as global warming, pollution, different
cloud formations, among others, developing an ecological consciousness (McFarlane, D.
A., 2011).

This intelligence is characteristic of people who are able to distinguish between

different types of plants, animals, trees, geography, among others, that is to say everything
that is in their ecological environment, usually they appreciate nature, and are very aware
of the present and future of the world also they seek to contribute in the care of the same
for future generations (Heming A.L., 2008).

Students who possess a high level of intelligence are characterized by loving

animals, plants and investigating the characteristics of the natural world, enjoying outdoor
activities, classifying objects according to the group to which they belong and are very
interested in what reuse and recycling refers (Heming A.L., 2008).

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3.3.2. Principles of Multiple Intelligence Theory

As we have seen before, the different intelligences that human beings possess were
systematized using them in the pursuit of excellence. In order to clarify which are the
principles developed on each of the mentioned intelligences and that work as base for the
creation of the MI theory, these are presented below;

3.3.2.1. Intelligence Is Not Singular: Intelligences Are Multiple

Gardner points out that no intelligence exists by itself in life, that is, it is not
singular. Intelligences are always interacting with each other in every activity we do in our
daily lives, for example when playing baseball a person needs body-kinesthetic intelligence
to run, hit and catch the ball, as well as spatial intelligence to orient themselves in the
playing field and to anticipate the directions of the balls and finally the linguistic and
interpersonal to communicate effectively some points during any dispute that occurs in the
game (Heming A.L., 2008). The MI theory emphasizes the endless ways in which people
show their abilities and skills in the use of intelligences as well as the combinations of
them (Lupiañez, M. A., 2010). Today we find various problems in the world to have a
single solution to solve them, that is why we must make the best possible use of the
intelligences we have, recognize that intelligence is not unique but rather the plurality of
these and the different ways in which we can manifest and use them.

3.3.2.2. Every Person Is A Unique Blend Of Dynamic Intelligences

For the solution of the different problems presented, we as human beings, we all
have a vast amount of adequate capacities to solve them. The intelligences are independent
in a significant degree, implying a particularly high level in a specific intelligence;
nevertheless, the human beings develop abilities appropriate to solve problems by means
of the combination of intelligences. For example, the simple action of playing an
instrument requires the combination of kinesthetic and interpersonal intelligence to be able
to connect with the audience; in the same way a monitor requires interpersonal, linguistic
and logical capacities at the same time. The diversity of human skills is generated through
differences in the different profiles. It may even be the case that some individual is not

65
gifted in any intelligence but the specific combination of skills allows him to fulfill his
functions in a unique way (Gardner, H., 2011).

According to MI theory, intelligence could be used as both the content of teaching

and the means used to communicate the content. Although sometimes the type of
intelligence and the problem do not match, it is duty of the teacher to try to find an
alternative way to solve the proposed problem, giving the student a secondary alternative
to the solution of the problem, through applying a much more proper intelligence. On
several occasions, the secondary alternative does not completely guarantee the resolution
of the problem, however good educators usually find the solution for this by using the MI
theory (Gardner, H., 2011).

3.3.2.3. Intelligences Vary In Development, Both Within And Among Individuals

While a person may complain about their deficiencies in a specific area and
consider it as an unsolvable problem, Howard Gardner suggests that all human beings
possess the eight intelligences, some developed to a greater or lesser level, yet we all have
the ability to develop each intelligence from a moderate level to an appropriate level of
competence if given the appropriate attention, encouragement and instruction and if we
take the opportunities presented to us for their development (McFarlane, D. A., 2011).

All intelligences are manifested universally, sometimes at a very basic level

regardless of the educational or cultural level that the person possesses. The evolution of
every type of intelligence begins with a gross modeling ability, for example the ability to
appreciate and distinguish plants or trees in naturalistic intelligence. These abilities appear
in general form and the gross intelligence predominates during the first year of life and
successively this one develops with the years (Gardner, H., 2011). Being considered
intelligent is not based on a set of attributes that one must possess in a particular area, we
all tend to develop more intelligences than others, but this does not prevent us from being
good in different fields. This means that the Multiple Intelligences Theory give emphasis
to the variety of ways that people use to demonstrate their abilities according to the
development of each type of intelligence (Lupiañez, M. A., 2010).

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3.3.2.4. All Intelligences Are Dynamic

Generally intelligences work together dynamically, as Gardner points out; no

intelligence exists by itself in life, intelligences always interact with each other, these are
taken out of context, to observe their individual characteristics and learn how to use them
in an effective way in our daily work, although should be remembered to put them back to
their natural contexts, since by combining these is how we acquire and apply the
knowledge (Lupiañez, M. A., 2010).

The Multiple Intelligence Theory holds that children all learn and understand taught
material in different ways, which will help teachers to recognize their strengths and
weaknesses and to plan according to the diverse abilities in class. Starting from this point,
teachers could encourage students to try new ways of understanding the content within the
classroom by providing them with different outlets of learning and with opportunities to
help students to realize how smart they are (Heming A.L., 2008). Within the class the
educator should not only focus on a type of intelligence, knowing that these are dynamic
the teacher can present the material used in multiple ways, allowing students to have a
better understanding of the main subject.

3.3.2.5. Intelligences Interact With Each Other, Otherwise Nothing Could Be

Achieved

As mentioned above, we all possess the eight intelligences in variable degrees that
allow us to develop each of them, also they are dynamic by clearly addressing the different
aspects of human skills and abilities, but it is the interaction between them that makes up
human intelligence. The combination of these elements represents the skills possessed by a
human being (McFarlane, D.A., 2011) that allow him to carry out his day-to-day activities.

Naturally, all of the intelligences work in a particular way in each person according
to his or her personalities. Most people have some of the intelligences more developed
while in others are relatively underdeveloped (Lupiañez, M.A. 2010). This is why it is
fundamental the interaction of the intelligences to achieve the objectives and to offer
different solutions to the problems presented.

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 Within the classroom, it is essential the synergy between theories, methods and
tools at the center of any sphere of the activity carried out, starting from this we developed
a method that allows us to achieve the objectives, and this in turn generates tools to apply
the theory and when is applied it could perfect the method. MI allows educators to develop
multiple platforms and diverse teaching methods that provide meaningful learning
experiences to students and offers different ways of meeting the class purpose (McFarlane,
D. A., 2011)

3.3.3. Multiple Intelligences In The Classroom Layout

The Multiple Intelligences theory requires a restructured classroom organization so

that it meets all students’ needs. As Armstrong (2006, p. 127) argues: "Each intelligence
provides a context for formulating some detailed questions about the factors present in the
classroom that favor or interfere with learning." Armstrong, besides from exposing all of
the above, also defends that there are more physical factors that influence student learning
process. He proposes a set of activity centers, considering these as areas in the classroom
where each one of the intelligences can be developed, providing a fruitful learning
experience for the student. The centers of activities are as follows;

a. Permanent Open-Ended Activity Centers

Permanent areas throughout the academic year, which provide the student with
opportunities and experiences related to each of the intelligences, for example the reading
center.
Figure 5. Reading center in a bilingual school in Tianjin

Reference: AIKA. Andreu, M. Diseño de aula e inteligencias múltiples: una experiencia en China,
2017. http://www.aikaeducacion.com/consejos/arquitectura-e-inteligencias-multiples-una-experiencia-

68
b. Temporary Topic-Specific Activity Centers
These are areas that are aimed at a specific topic. For example if students are
studying living things, the teacher would create areas dedicated to this subject and at the
same time would develop each of the intelligences.

Figure 6. Temporary space depending on the theme of the month

Reference: AIKA. Andreu, M. Diseño de aula e inteligencias múltiples: una experiencia en China, 2017.
http://www.aikaeducacion.com/consejos/arquitectura-e-inteligencias-multiples-una-experiencia-china/

c. Temporary Open-Ended Activity Centers

This type of centers refers to the distribution of areas that can be organized quickly.
These are useful for students to be able to comprehend in a visual and easy way the
Multiple Intelligences and thus makes available to students different types of experiences.

Figure 7. Music class at the lecture center

Reference: Expat Parent, 2017. http://expat-parent.com/

d. Permanent Topic-Specific (Shifting) Activity Centers

Armstrong refers to these centers as the combination of permanent centers of open-
ended and specific activities. That is to say, these are areas in which the material and the
resources are fixed, but the composition of the zone changes continuously or according to

69
the studied subject. For example; when the educator wants to work the seasons of the year
during the academic course, this means that the composition of each zone changes
according to the station that is working with the students, but the resources and materials of
the area are permanent throughout the course (Armstrong, T. 2009).

Figure 8. Art center where diverse intelligences are promoted

Reference: AIKA. Andreu, M. Diseño de aula e inteligencias múltiples: una experiencia en China, 2017.
http://www.aikaeducacion.com/consejos/arquitectura-e-inteligencias-multiples-una-experiencia-china/

Creating centers in the classroom allow students to choose the centers of activity
they control more, but the most correct is for the teacher to alternate the students in such a
way that everyone goes through all the activity centers to develop all the intelligences by
providing them with varied opportunities for all children. The educator in turn should
consider the different rhythms, abilities, styles of learning and work. Each center should be
attractive to the students, be dynamic and motivating, so that student learning process will
be more positive and will give them the opportunity to participate in active learning.

Figure 9. Art center where diverse intelligences are promoted

Reference: AIKA. Andreu, M. Diseño de aula e inteligencias múltiples: una experiencia en China, 2017.
http://www.aikaeducacion.com/consejos/arquitectura-e-inteligencias-multiples-una-experiencia-china/

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3.3.4. Importance Of Multiple Intelligence Theory In The 21st Century

The ideas behind this theory have influenced education and its methodologies. The
differences between now and earlier periods are evident in respect to how the difference
among each other has changed our perspectives and needs, technology and globalization.
Today's generations as well as the coming generations require new learning methods,
therefore education as a global process today should consider including them for meeting
the present and future needs (Silverstein, 1999, p.18). In the present 21st century,
individuals are required to adopt the differences of the environment around them, including
people, physical environments and nonphysical environments. Each individual develops
his/her role and both the classroom and the schools of the 21st century are presented as
spaces that reflect diversity of our world, therefore, it is logical the need for a broader
conceptual framework for teaching and learning (McFarlane, D. A., 2011).

For this to be possible, the numerous benefits of MI theory should be acknowledged

and embraced, as it encompasses the different ways in which we think, teach, and learn.
Consequently, Gardner's MI theory considered as the most effective platform for 21st
century educational methodologies, meets and exceeds the demands of the actors in the
classroom and education (Silverstein, 1999, p.18) and at the same time it offers the
opportunity to develop our abilities and skills and for the educational institutions, allows
them to recognize and appreciate an extension of human capacities and abilities
(McFarlane, D. A., 2011).

The importance of the MI theory is based on the fact that it has been developed as
an approach to human cognition that has succeeded to fulfill a large number of educational
objectives. The independence and interaction of intelligences offered by this theory allows
both society and educators to understand the intelligences and cultural roles required in a
society. In the MI, human beings are considered as a group of abilities that have different
abilities for solving problems (Gardner, H., 2011).

To conclude, by applying the Multiple Intelligences theory in the classroom, the

development of different intelligences is promoted as well as the respect between peers,
recognizing that we are all different not only in physical but cognitive terms and in spite of

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the problem presented in class, any type of solution proposed by the students will be for
full enrichment not only for the participant but also for the partners.

3.4. Montessori

The ideas of pedagogical renewal developed during the course of the twentieth
century agreed that education should have a new emphasis and broaden the horizons of the
conventional learning program, which was based only on intellectual skills. Among the
major educational revolutionaries in recent times, such as Dalton, Froebel, Pestalozzi and
Malaguzzi, Montessori is the method that best sums up the ideals of the new pedagogy,
and also the one that has a closer relationship with architectural space (Masias C.R, 2012).
In this method, there is a need of changing the shape of the space, the idea of one way
transmission lessons to a more interactive and dynamic learning. The knowledge is
acquired as a result of interaction with the environment and the manipulation of
Montessori material within the lesson plan.

3.4.1. Montessori Method

The Montessori Method began in Italy in 1907 and it is considered both a

philosophy and a teaching method. It belongs to the pedagogical movement Progressive
Education, a movement that appeared at the end of the 19th century but was consolidated
in the initial years of the 20th century. Maria Montessori created the Montessori Method,
she based her method on the child's work and cooperation among them and adults, where
child must be in continuous learning and personal development (Montessori, M., 2004).

The work done by Maria Montessori in San Lorenzo demonstrated to be successful.

She was a true proponent of New Education as an international movement, since she
argued reformation as process of remodeling and renewing life rather than a mechanical
process. The central idea behind Montessori’s educational work was to provide children
with an adequate environment for living and learning. Her educational program gave equal
emphasis to internal and external development, organized to complement each other.

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 The education process was introduced by Montessori including standardized
didactic materials, so that objects collected by children were experienced in detail,
permitting the process of abstraction to take place. She also highlighted the process of
comparison and abstraction, which is important for intellectual development, in a
controlled and intelligently planned way, to prevent this will be left to chance. Montessori
was aware of the fact that it is essential to consider the interests and feelings of the children
as the starting-point if the aim is a conflict free educational process. Nevertheless she
recognized that these interests and feelings shall be stimulated and developed by means of
exercises, so that the accomplishment of these exercises will awake a feeling of
responsibility in the children. In general her original contribution was the consideration she
gave to children’s interests and feelings, but also stimulates in children the responsibility
and self-discipline (Röhrs, H., 1994).

3.4.2. Principles Of The Montessori Method

The Montessori Method supports the natural development of children in a well-

prepared environment, providing children with opportunities and tools for their
development. In order to achieve this five basic principles fairly and accurately represent
how Montessori constitutes a powerful method for helping children learn to the fullest. The
origination of these five principles comes from Montessori’s observations of each child
having his or her own pattern of development, an intense motivation towards self-
actualization, desire to develop his/her potential and by understanding each child needs
while creating opportunities for them to develop fully as a human being (Morrison, G.S.,
2007).

3.4.2.1. Respect For The Child

This principle is considered the foundation upon which all other Montessori
Principles rest. As Maria Montessori said, “As a rule, however, we do not respect children.
We try to force them to follow us without regard to their special needs. We are overbearing
with them, and above all, rude; and then we expect them to be submissive and well-
behaved, knowing all the time how strong is their instinct of imitation and how touching
their faith in and admiration of us. They will imitate us in any case. Let us treat them,

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therefore, with all the kindness which we would wish to help to develop in them”
(Montessori, 1965). Moreover, teacher plays an important role in children’s development,
as they help them to do things and learn for themselves. Therefore if we want them to be
well-behaved we should treat them with all due respect they deserve. Overall, when
children have choices they are able to develop skills necessary for effective learning
autonomy and positive self-esteem.

3.4.2.2. Self-Directed Learning

Montessori considered that social activity is a fundamental part of the early age,
since self-determination is oriented through contact with others, allowing the individual to
reach excellence as a social being. The idea of children being able to educate themselves
was named by Montessori as auto-education (known as self-education). Children who have
freedom of choice and can actively participate in a prepared environment are self-educated.
Nevertheless, as mentioned before Montessori teachers play an important role in preparing
classrooms for children to self-educate (Morrison, G.S., 2007).

3.4.2.3. Absorbent Mind

Montessori considered that children educate themselves: “It may be said that we
acquire knowledge by using our minds; but the child absorbs knowledge directly into his
psychic life. Simply by continuing to live, the child learns to speak his native tongue”
(Montessori, 1996:20), being this the concept of the absorbent mind. One of Montessori's
goals was for us to understand that children are thinking beings, they do not stop learning.
Children are born to learn, and they are remarkable learning systems that learn by simply
seeing what surrounds them. This learning process is due mainly to their teachers,
experiences and environments. That is why early childhood teachers agree with the idea
that children are born learning and with constant preparation and ability to absorb
knowledge (Morrison, G.S., 2007).

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3.4.2.4. Sensitive Periods

During the first age the infant experiences what is known as the sensitive period, a
key opportunity to foster positive development. Montessori considers that there are stages
when children are more susceptible to certain behaviors and develop specific skills that
allow them to learn easily “ a sensitive period refers to a special sensibility which a
creature acquires in its infantile state, while it is still in a process of evolution. It is a
transient disposition and limited to the acquisition of a particular trait. Once this trait or
characteristic has been acquired, the special sensibility disappears....” (Montessori, 1966).

As it is well known every individual is different, however all children experience

the same sensitive periods, although the sequence and time vary for each child. Through
careful observation, the teacher must detect the sensitivity periods in her students, to afford
an optimal environment that provides students with what is necessary for the development
of their skills (Morrison, G.S., 2007).

3.4.3. Prepared Environment And Its Principles

Montessori kept the idea for better learning children should be provided with a
prepared environment, that is to say a place where they can do things by themselves. In a
prepared environment, learning materials and experiences are available to children in an
organized format. Freedom is the fundamental characteristic of the prepared environment,
since within this environment children are free to explore materials that appeal to them and
consecutively absorb knowledge through them. These prepared environments are the
classrooms that Montessori described, places that educators advocate by referring to a
system of child-centered education and active learning (Morrison, G.S., 2007).

The prepared environment by Montessori seeks to provide a learning environment

where children can act spontaneously, an environment free of physical barriers, that is,
rows of desks and chairs, so that children have the freedom to express by themselves,
move within it and can create their own work groups based on individual interests
(Montessori, 1972: 46).

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The principles of the Montessori prepared environment are the followings;
a. Freedom
Maria Montessori believed that a prepared environment should give the child
freedom to move, explore and interact socially, so that this will eventually lead to freedom
of choice. Since the child is a free being that by following his own instincts and through
exploration manages to develop his potential and expand his knowledge of the
environment.

b. Structure and order

A Montessori classroom is used as a microcosm of the universe, in which structure
and order are reflected as part of the universe, so that the child begins to internalize the
order that surrounds him, thus giving meaning to the world in which he lives.

Figure 10. Montessori Classroom

Reference: Sapientia Montessori School, 2017. https://sapientiamontessori.com/

c. Beauty
A Montessori environment should reflect beauty, suggest a simple harmony, reflect
peace and tranquility, in order to make students feel attracted to come in and work.

d. Nature and reality

Montessori respected nature, she believe that we should make use of it to inspire
children. She recommended to Montessori teachers that children should interact with
nature. Here is why the preferred materials within the prepared environment are made of
metallic, glazed and wooden materials rather than plastic or artificial materials. Likewise,

76
furniture should be child-sized, with the intention of allowing the child to handle it by
himself without depending on the adult.

Figure 11. Children interact Figure 12. Children use child-sized

with nature. materials

Reference: The Montessori School, 2017. Reference: The Montessori School, 2017.
https://themontessorischool.us/ https://themontessorischool.us/

e. Social environment
Through the process of growing children become socially conscious beings and in
turn develop a sense of compassion and empathy for others. For this they must have the
freedom to interact among them. This social relation is offered by the physical
environment and is stimulated with multi-age learning environments.

Figure 13. The Montessori School EE.UU.

Reference: The Montessori School, 2017. https://themontessorischool.us/

f. Intellectual environment
The purpose of the Montessori Prepared Environment is to develop the whole
personality of the child, not only his intellect, for that reason the other principles must be
considered to fulfill this purpose. A Montessori Prepared Environment guides the child
through the five areas of Montessori curriculum (Practical, Sensorial, Language,

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Mathematics and Cultural subjects) and satisfies the individual needs of children, giving
them the freedom to manipulate sensory materials that move hierarchically from simple to
complex and concrete to abstract (Irinyi, M., 2009).

Figure 14. Children have the freedom to manipulate sensory materials

Reference: Sapientia Montessori School, 2017. https://sapientiamontessori.com/

3.4.4. Importance Of Montessori Method In The 21st Century

Nowadays children are prone to day-to-day changes, therefore they need to develop
skills that enable them to adapt to these changes and ensure that they are successful in the
present digital age. The importance of the Montessori Method is that through a successful
method the child is encouraged to develop and master these skills that will be required in a
near future. Each Montessori material is designed to work a skill and concept, encouraging
the child to organize his critical thinking, solving problems, discovering by himself and
absorbing the concept or skill at his own pace. Likewise, multi-age classrooms promote the
development of social skills through interactive experiences and cooperative play where
grown-up children collaborate with the smaller ones by promoting imitative learning and
collaboration among peers. Creativity in Montessori education is fostered through the free
environments that are provided to children, in which they have freedom of movement,
ability to choose their own work, to understand their world, to self-express and to develop
spontaneously always within the limits. Likewise, Montessori materials also reinforce
language development as children learn words from the surrounding environment,
developing communicative skills.

It is worth mentioning that due to Montessori education the needs of children in

development process and the deep respect for children personality, infants are offered the

78
opportunity to develop naturally, to progress at their own pace, to develop confidence in
their ability to understand their environment, to generate a feeling of friendship and respect
for others, preparing them for today challenges.

Some of the most important characteristics of this methodology are the observation
and orientation by the educators, so that the child develops his/her capacities by himself or
herself since the student has an active position in learning. Each of the students chooses
how and what to learn, individuality of the students is extremely important according to
their rhythms, interests and attitudes towards learning and the constant collaboration
family-school for the benefit of the son-student.

However the prepared environment is the aspect that in my opinion can be

observed today, and where the biggest difference is with the traditional method. Maria
Montessori knew that depending on the environment in which the child is, his/her
development would be better or worse, so in her method she speaks of a safe and beautiful
environment to facilitate learning and growth.

To summarize the importance of the Montessori Method for education and

challenges of the 21st century lies in the benefits offered by the prepared environment,
fostering creativity, responsibility, self-discipline and individuality through freedom of
choice. Likewise Montessori materials contribute to development of critical thinking and
problem solving through experience and practice (Montessori Academy, 2016).

3.5. Main Aspects Of The Alternative Teaching Methods

The new school seeks to make the child a happy human being capable of
interacting in society. The classroom is the essential cell of any teaching method and that
includes the individual and the community within it. The union of the teaching method and
the classroom generates a space of interaction and common learning supervised by the
teacher, where every child is provided with the specific tools and opportunities to develop
his skills and personality. Within the classroom each student is different, has his own
learning process, learning pace, tastes, concerns and interests, at the same time teachers’
role as a mediator of the learning process should provide the most suitable environment

79
that best meets with the principles of the teaching methods, taking into account the variety
of students with whom he works and the different personalities and skills he/ would find in
a classroom.

The importance of the school and alternative teaching methods in pedagogy is not
appreciated, because today the traditional methodology that only gives priority to the
lessons, teacher and discipline is still used. This one does not meet the needs of the current
and future students. Then it is necessary to know the elements in common among the
alternative teaching methods applied nowadays and how the incorporation of these effects
on the physical space and benefit in the 21st century. Following a table including the main
aspects of each method is presented, as well as a comparison among them in order to
synthesize and know how the most important aspects link all of them, and to analyze how
every method can contribute to meet the students and teachers’ needs in terms of physical
space.

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Table 2. Characteristics Of The Alternative Teaching Methods
Comparison
Criteria
STEM Education
Developed by the National Science
Foundation as an acronym which stands
for Science, Technology, Engineering and
Mathematics. Method that initiate in the
United States when in 1957 they are
challenged to become leaders in science,
Theory technology, engineering and mathematics,
until in the 1990s many education
councils helped to shape and guide
educational practices by forming the
STEM curriculum (STEM NSW
Department of Education, 2017).
To introduce creative techniques for
problem solving to students. Likewise
enhances the learning experience by
Aim
applying general principles and practices
(Bailey et al., 2015; Betrus, 2015).
x Uses an integrated curriculum,
focused on the principles of science,
technology, engineering, and
mathematics.
x It is research-based, students are
Characteristics
asked to solve problems by using
questions and response techniques.
x STEM is a curriculum based on an
interdisciplinary and practical
approach that applies to the demands
of today's world.
Alternative Teaching Methods
Multiple Intelligences Theory
Dr. Howard Gardner developed the theory of
Multiple Intelligences in 1983; it states that
each person possesses eight types of
intelligence, that is, the capacities that are
universal in the human species, recognizing
that each student has different abilities, skills
and ways of learning than the rest (Heming
A.L. 2008).
The aim of the theory of multiple
intelligences is "...to develop a knowledge
approach that serves equally to evaluate all
activities that have been valued by various
societies throughout the history of
humanity." (Sternberg, 1992 quoted in
Almaguer, 1998, pp. 39).
x The possession of eight intelligences
implies that individual learning varies
according to a platform of human
potentialities and individual differences.
x Takes into account the differences
between individuals.
x Understands that people learn using
different intelligences, defining us as
human species.
x Is based on the integral development of
the child, i.e. all aspects of physical,
Montessori Method
Method based on the development of the
child psychology as it was scientifically
studied and observed by Dr. Maria
Montessori at the end of the nineteenth
century. Supported by her scientific
background, she observed the behavior,
reactions and needs of children in "House of
Children" in Italy (Röhrs, H., 1994).
The aim of Montessori method is the creation
of a stimulating environment within each
child develops his own method of learning
following his innate curiosity and unleashing
their potential (Röhrs, H., 1994).
x Provide a prepared environment:
arranged, beautiful, and real, where each
tool has a purpose for children’s
development.
x Montessori activities are designed for
each child to complete them individually
according to their learning pace.
x Montessori materials are based on
children's interests and their growing
stage they are going through and with the
belief that manipulating concrete objects
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 x STEM is an integrative approach to
curriculum and instruction, a type of
integrated education for all types of
students that removes the boundaries
between subjects by teaching them as
one.
x Incorporates teamwork and promotes
the practice of the skills needed for
business and industry, these promote
confidence and allows them to
discover personal skills that they did
not know they have (Morrison &
Bartlett, 2009).
x Work in groups teaches children to
respect others and to work
collaboratively.
x It is attractive to students as they
enjoy discussing and participating in
the classroom to solve a significant
problem.
x Students acquire and apply the
knowledge and skills of science and
math to everyday life.
x Students learn to develop their skills
of problem solving and critical
thinking (El Educador, 2016).
a. Everything is connected – connection
of different fields of study within the
classroom by materials, tools, etc.
Physical b. Anytime Is a Teaching Moment –
Environment children learn even while they are not
Characteristics in classes.
c. Learning Happens Through Doing –
students practice and experiment.
cognitive, social, moral, emotional,
linguistic, etc. development (McFarlane,
D. A., 2011).
x Studies the diversity that characterizes
individuals, obtaining an effective
approach that allows and gives educators
the necessary flexibility for the teaching
process.
x The application of this theory allows
students to develop didactic strategies
that take into account the different forms
of acquisition of knowledge that the
students have.
x Motivates students in their interests and
personalize learning while facilitates
attention and diversity in the classroom.
x Improve competitiveness in the
technological development of the nation
through preparation in the four
disciplines.
The prepared environment principles are as
a. Permanent Open-Ended Activity Centers
follows
b. Temporary Topic-Specific Activity
Centers
c. Temporary Open-Ended Activity
Centers
d. Permanent Topic-Specific (Shifting)
Activity Centers
helps the development of knowledge and
abstract thinking (Montessori, M., 2004).
x The Montessori classroom integrates
ages grouped in periods of 3 years,
which naturally promotes socialization,
respect, solidarity, favor spontaneous
cooperation, desire to learn, mutual
respect and the acquisition of deep
knowledge in the process of teaching
others.
x Emphasizes the active role of children in
their learning and the development of the
child's cognitive abilities.
x Takes into consideration children’s
interests and feelings and fosters
responsibility and self-discipline.
x The child works at his speed to learn and
discover his own mistakes through the
feedback of the material
a. Freedom
b. Structure and order
c. Beauty
d. Nature and reality
e. Social environment
f. Intellectual environment
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 x Students’ prior knowledge.
x New knowledge learning and
application is influenced by how
students organize information.
x Students’ motivation determines,
directs and sustains what they learn.
x To develop fluency and automaticity,
students must acquire component
Pedagogic skills, practice integrating them and
Principles know when to apply what they have
learned.
x Goal-directed practice combined with
effective feedback enhances quality of
learning.
x Students become self-directed
learners, they must learn to monitor
and adjust their approaches to
learning.
x The student evaluates constantly his
interests, experiences and talents by
developing reality-based projects,
becoming into an active participant of
learning process.
x The student uses his knowledge and
skills from across the subjects to back
up his/her work and understands
Role Of The deeper the concepts.
Student x The student recognize and respect his
own and others’ different skill sets
and intelligences, he learn how to fit
into teams according to the role that
he has a predisposition to perform
well.
x Intelligence is not singular, intelligences
are multiple.
x Every person is a unique blend of
dynamic intelligences.
x Intelligences vary in development, both
within and among individuals.
x All intelligences are dynamic.
x Intelligences interact with each other,
otherwise nothing could be achieved.
x The student presents different learning
styles and he selects the techniques that
engage the most or all the intelligences
he possess (McFarlane, D. A., 2011).
x The student perceives information
abstractly and processes it, being
actively involved in his own learning; he
becomes more self-directed and is able
to select the most appropriate strategy
for particular learning situations
(Gardner, H., 2011).
x The student understands his own
learning profile, developing flexibility
and adaptability in their thinking.
x Respect for the child
x Self-directed learning
x Absorbent mind
x Sensitive periods
x The child is an active participant in his/
her own development who uses the
physical environment as an important
medium for interaction.
x The child works for the time he wants in
the projects or chosen materials,
indicating his own pace or speed to learn
and acquire the information presented
and in the meantime he discovers his
own mistakes through feedback of the
material.
x The child has a more active and dynamic
role in the learning process, where he has
the possibility to follow an individual
process guided by specialized
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 x The child work in team dynamics
helping to solve conflicts and they
feel more identified with the group,
Role Of The the fellow students and the school
Student (Dr. Jean Page, 2016).
The importance of STEM education in the
21st century is the methodology applied
to teach the subjects that compose it,
students are not only taught the subject
but also how to learn, how to ask
questions, how to experiment and how to
Importance In The
create. STEM focuses on innovation,
21st Century
responding to current challenges and
looking for innovative and creative
solutions through the connection of
STEM components (Universidad de San
Diego, 2017).
x The student tackles problems by
reflecting his abilities that better fit with
the right solutions (Lupiañez, M. A.
2010).
The importance of the Multiple Intelligences
theory is based on the fact that it has been
developed as an approach to human
cognition that has succeeded to fulfill a large
number of educational objectives. The
independence and interaction of intelligences
offered by this theory allows both society
and educators to understand the intelligences
and cultural roles required in a society
(Gardner, H., 2011).
professionals, learning in a dynamic and
entertaining way, always from an
essential element that is the motivation
itself (Masias C.R, 2012).
The importance of the Montessori Method
for education and challenges of the 21st
century lies in the benefits offered by the
prepared environment, fostering creativity,
responsibility, self-discipline and
individuality through freedom of choice.
Likewise Montessori materials contribute to
development of critical thinking and problem
solving through experience and practice
(Montessori Academy, 2016).
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3.5.1. Common Aspects Among The Three Alternative Methods

In the table presented previously a compilation of the most important aspects of the
alternative teaching methods is shown. After having done the previous table, for the
purpose of fulfilling the objective of the study, the common aspects have been found
corresponding to the most important aspects of each of them, these are addressed above,

a. Aim – Corresponding to STEM education, Multiple Intelligences Theory and

Montessori Method; a common aspect was found among them, as their aim, in general,
seeks to develop a learning that contributes to the educational experience of students,
promoting creativity and curiosity in students through different problem-solving
activities and the use of different techniques.

b. Characteristics – despite the difference of periods when these methods were created,
some of the common characteristics are the followings
x The three methods use an integrated curriculum, on one hand STEM focuses on
four disciplines, Multiple Intelligences in eight different intelligences and
Montessori in four pedagogical principles. Despite the different bases of these
methods, they have in common the development of the child as an individual,
taking into account the different capacities, intelligences, feelings and
characteristics that constitute the personality of each child, this in order to offer
them with an education that meets their needs and provide an effective learning.
x Student motivation is fundamental to the learning process in all three methods. This
determines, directs and sustains what they are taught while gaining greater
autonomy over what, when and how it is learned. Students actively participate in
the teaching-learning process, as both the educator and the student participate in the
learning process.
x Moreover, the three methods emphasize the active role of children in learning,
participating in all the activities that emerge in the classroom promoting their
autonomy, interest in the environment and development of their personality. In
turn, it allows the child to decide what and how to learn, acquiring independence,
self-discipline, and respect for himself and others.

85
 x The kind of learning that takes place in the three methods is student-centered,
respecting their autonomy, interests, natural tendencies and each student receives
a personal, direct and personalized attention adapted to his skills and interests in
order to improve the skills of each child.
x With STEM, Multiple Intelligences and Montessori students are more likely to
engage in learning and to have a community of learners where everyone is
respected for their learning skills.
x Due to the diversity, innovation and creativity implicit in each of the methods, it
is attractive and motivating for the student, managing to capture their attention
through physical and technological tools.

c. Pedagogic Principles – even though they are not under the same name, and their
principles differ from each other, some common aspects were found among their
pedagogical principles, such as
x The three methods are different from the traditional classroom where all children
are treated as a whole. In these methodologies, each child is guided through their
own natural pathway of development individually and encouraged to be curios
and independent, while making sure the child is nurtured.
x STEM, Multiple Intelligences, and Montessori are highly complementary, with
their emphasis on the child determining what he learns through hands-on
experimentation.
x Learning develops best when students involve in learning focused on a specific
goal, implying a certain level of challenge that promotes students' commitment to
the activity being carried out. Every practice is evaluated by the educator,
feedback is given to students, and information is provided to help students
improve and advance in accomplishing the objective.
x They recognize the importance of the participation and involvement of families
and the community in activities, workshops, meetings, etc.
x They are methods that focus on student-centered education, understanding him as
a person where affective and social factors are as important as cognitive ones and
are based on a profound respect for each child's personality.
x The child's mind is seen as flexible and dynamic, able to improve existing skills
and develop those that have not been worked enough, recognizing the importance
86
 of the prior knowledge of the student as the basis of the new information that will
be acquired.

d. Physical environment characteristics – Some of the common aspects found among the
physical environment (classroom) used for the application of these methods are the
followings,
x The acquisition of new knowledge and the application of each method are
influenced by the physical environment where the connections between learning
and the physical materials used for the development of teaching-learning process
happen.
x Creativity and imagination are facilitated, through an innovative environment, a
free and spontaneous play that enables the child to express himself and develop
his potentialities.
x On one side the Montessori classroom is multi-aged, allowing students the
opportunity to be an explorer and a mentor. However, STEM and Multiple
Intelligence divide children according to their age but through large spaces, and
there is coexistence among children of different ages.
x The physical environment is seen as the universe of the child, in which his mind
soaks up information from the environment around him, learning about it and
applying the new knowledge for his own benefit. It becomes a support for the
learner during the learning process.
x The three methods provide freedom within large spaces without any divisions
where all teaching materials are freely available for children, while giving them
great flexibility to make their own decisions about the type of work to participate
and whether to do so collaborative or individual way.
x Although the Montessori Method does not include technology as part of its
curriculum and learning environment, it has been seen in several Montessori
schools that technology is now being implemented for class development and part
of the interior design. On the other hand in the Multiple Intelligences and STEM
Education technology has a key role, to offer the student a personalized teaching
and in turn the emergence of new technologies forces us to educate children in a
different way, which all three methods achieve with their interdisciplinary
curriculums. The new technologies allow creative and different enhancement of

87
 the different intelligences, disciplines and principles that constitute each of the
alternative teaching methods.
x In order to promote the development of the capacities to think, feel, and initiative
in children, the three methodologies awaken in children the awareness of the need
to live, care and enjoy in nature. They also promote learning by discovery, putting
children in direct contact with the environment.

e. Role of the student – Student’s behavior within the classroom is influenced by the
physical environment as well as the motivation he or she gets from the lesson,
however some similar aspects of children’s role are presented as follows,
x The three types of methodologies develop confidence and automaticity in students, it
teaches them to be creative, to ask questions rather than memorize answers, think
outside the box, feel confident with themselves about taking risks and work on their
skills while integrating them into every taught lesson.
x By means of team work, students turn into self-directed learners, learn to control and
adapt their approaches to learning, respecting the differences between them and their
peers, motivating them to be responsible for planning, evaluating, and developing
different activities.
x On a practical level, the three educational methods propose a great diversification of
work and the maximum possible freedom, so that the child learns to a great extent by
himself and to the rhythm of his own discoveries.
x Children learn to respect the possibilities and limitations of self and others to promote
the acquisition of a balanced personality and self-confidence.
x The student uses his own body as a tool for experimentation knowing, valuing and
respecting his fine and gross motor possibilities.

After the aforesaid common aspects of each educational method, this allows us to
relate three types of alternative teaching methods according to their main characteristics
as well as their importance in education nowadays. As is well known, the nature of the
physical environment affects the development of children, life experiences, the
implementation of teaching methodologies and the acquisition of different disciplines,
that is why when understanding space as an environment it is necessary to understand
the relationship that takes place between the man and the environment.

88
 Likewise the teaching methods and their relation to the learning environment lies
in the correct implementation of these, generally depends on an environment that can
adapt to the requirements of the methodologies and provide the facilities, materials and
tools necessary for the correct application of these, without overlooking that the
common purpose of teaching methods is to provide an interdisciplinary education to
students. By analyzing the main characteristics of each method and connecting them in
order to obtain the common aspects, it is intended that the result of this could be taken
as a basis for the design of an efficient classroom that is flexible and adapts to the
implementation of different methodologies, as is well known that with time, education
and teaching methods are evolving as well as the needs and interests of students.

Consecutively, in order to better know the potential users of the educational spaces,
their needs and their preferences and to establish guidelines for the development of an
adequate physical space for the implementation of the alternative teaching methods
mentioned previously, a survey has been developed containing a set of standardized
questions for teachers of three different institutions where each of the methods is applied,
being these located in Ankara, Turkey. This in order to know specific opinions or facts, to
learn more about the target audience, to receive feedback on the physical space and
establish a better relationship with educators to be more successful in the future when
designing a school classroom.

This survey will be distributed personally to each teacher through visits to the
institutions, considering the opinion of each of them. The data collected will be retained
through a database which will be used later for the development of the last chapter, the
conclusions and finally fulfill the objective of the investigation. The main purpose of the
survey is to provide information about the alternative teaching methods used today and
how the physical space affects the application of them. This will contribute to improving
the quality of the physical spaces intended to impart lessons and apply teaching methods.

89
 CHAPTER IV

ANALYSIS OF THE DATA

4.1. Hypothesis

x H1: The distribution of the environment facilitates students' skills and abilities
positively.
x H2: Relationship of learning environment with teaching method will differ between
respondents’ opinion.
x H3: Students' academic performance may be associated with the student-centered
environment.
x H4: The influence of the interior design of the learning environment will contribute
the application of the teaching methods.

4.2. Method

In this section, the data gathered through the surveys will be analyzed in order to
provide factual information that will be useful for the improvement of the research. The
study was divided into three phases; the first phase is based on the theoretical framework
presented in the first two chapters. This study was carried out to analyze the characteristics
of an effective learning environment as well as the principles or recommendations in terms
of interior design for learning environments, defined by the three alternative
methodologies. These methods were selected for their implementation and current
importance; these are STEM Education, Multiple Intelligences and Montessori Method.
The second phase consisted of the application of a survey that was distributed in three
different educational institutions in Ankara. The preliminary examinations of the sites were
completed in late September, 2017; data was collected along with educators’ perspective in
terms of indoor learning environment design, since they are the ones who manage the
space according to the different methodologies applied. Observations on each site occurred
over two-three months and as a result of this observational study, photo documentation of
each setting was provided. Besides, knowing that the child is a flexible being who is
influenced by the environment in which he develops, at the end of the study the third

90
section presents interior design recommendations for an ideal learning environment for
children, able to adapt to each alternative methodology. These recommendations were
developed based on the two previously mentioned phases, that is, the results of the surveys,
the elements of a learning environment and the recommendations or interior design
principles for a classroom according to the alternative teaching methods.

4.2.1. Design And Implementation Of The Survey

Instructors from three kindergartens were asked to rate the level of suitability with
the interaction of classroom‘s physical indoor environmental and alternative teaching
method applied, using a scale of 1 to 5, where 1 = Non-suitable, 2 = Less suitable, 3 =
Neutral, 4 = Suitable, and 5 = Very suitable. Previous to the development of the survey a
test was done and the reliability shows that alpha value is 0.946 which shows that the
collected data is reliable and can be used to find the aim of this research (consult appendix
2). The questions developed for this survey are the result of associating the main
characteristics that constitute the three alternative teaching methods and the learning
environment. The survey was divided into three sections. The first section was composed
of four questions aimed at determining general information from the participants, regarding
the gender, level of education, work experience and teaching method applied in the current
working place of the subjects. The second section was consisted of 5 common variables
among the alternative teaching methods and below each of different statements was
presented. Each statement evaluates the suitability of the common aspects from a range of
1 to 5, all of this from an objective perspective. The third section consisted of three open
ended questions about the perception physical learning environment. The subjects were
asked to provide their opinions of the strengths and limitations of the learning environment
in terms of interior design, as well as provide their opinion about the effects of learning
environment on children’ skills development.

The technique of providing two types of questions makes the result more fruitful,
on one side the closed questions provide the required answers and keep the analysis easy
and on the other side the open ended questions provide answers that have not been
suggested, but rather answers that the respondent can give in his/her own words. This type
of questions offer qualitative information, allow infinite number of possible answers
collecting more details and help to understand how respondents think.
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4.2.2. Participants

This study was carried out to evaluate learning environments for children aged 3 to
6, in terms of interior design. Three different kindergartens were selected randomly in the
metropolitan city of Ankara, with the purpose of evaluating the application of design
principles or recommendations of three alternative teaching methods at the chosen
kindergartens. The kindergartens were selected based on the alternative teaching methods
they applied, as this are the essential part of the theoretical framework and the basis of the
method and evaluation. Each school worked under one of the three selected methods, being
these “Minik Devler Anaokulu” – STEM Education, “Maya Çocuk Yıldız” – Multiple
Intelligences Theory and “Binbir Çiçek” – Montessori Method. A survey was conducted in
this study in order to provide more accurate information, taking into account the opinions
of 8 educators of each educational institution, who teach at the 3-6 year old classrooms.

Table 3. Demographic Information

Characteristics Participants Percent
Gender
Female 23 95.8
Male 1 4.2
Total 24 100.0
Education
High school 7 29.2
Bachelor 11 45.8
Master 6 25.0
PhD - --
Total 24 100.0
Work Experience
1-5 years 16 66.7
6-10 years 6 25.0
More than 11 years 2 8.3
Total 24 100.0
Teaching model applied at the current working place
STEM Education 8 33.3
Multiple Intelligence 8 33.3
Montessori Method 8 33.3
Total 24 100.0

Table 3 illustrates that the highest percentage of participants were females 95.8%,
while males were 4.2%. In this study the highest percentage of participants hold a Bachelor
degree, which is 45.8%; followed by a 29.2% of the participants who hold a High school
diploma; whereas lowest percentage of participants holds a Master degree and 0% of the
participants was a PhD holder. Majority of participants have 1-5 years’ work experience,

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which was 66.7%, followed by a 25.0% belonging to participants with 6-10 years’ work
experience while only 8.3% have more than 11 years’ work experience. Equal percentage
of participants applied the teaching model at the current working place that is 33.3%.

4.2.3. Environmental Setting

The three kindergartens located in the city of Ankara were used as a research
setting for this study. The three kindergartens visited had classrooms for children aged
between 3 to 6 and each of them worked under a different alternative method. The learning
environment is composed by physical places and cultures in which students learn, that is
why as part of the study was observed that the space includes arranged and organized
furniture, also the tools are stored in order to have a clear perception of the relationship
between physical environment, student development and application of teaching method
within the learning environment.

Figure 15. Photographs of the different learning spaces visited during the research

STEM Education Multiple Intelligence Montessori Method

Minik Devler Anaokulu Maya Çocuk Yıldız Binbir Çiçek

Reference: Pilar Robledo, 2017.

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The three institutions used as research setting in this study present the following
environmental setting:
x The kindergartens are established in houses of 3 to 4 floors, these have been used
for their facilities.
x The classrooms of 3 to 6 years are mainly located between the second and fourth
floor, since the ground floor was used for the secretary, direction and reception of
the institution.
x All classrooms had openings that allowed the entry of sunlight and ventilation to
the classroom.
x The spaces destined to teach different disciplines were organized in a single
physical space, which provided the necessary materials and tools for the
development of the lesson.
x In all classrooms, the furniture and didactic material corresponded to the natural
scale of the child and was in spaces that were reachable for the students.
x The number of students was between 8 to 12 students per classroom.

Figure 16. Photographs of the different materials and tools in the kindergartens

STEM Education Multiple Intelligence Montessori Method

Minik Devler Anaokulu Maya Çocuk Yıldız Binbir Çiçek

Figure 16. Pilar Robledo, 2017.

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4.2.4. Analysis Of Data

Analysis is distributed in terms of the learning environment design and in

accordance with the alternative teaching methods, that is, STEM Education, Multiple
Intelligences Theory and Montessori Method. After having administered the survey and
collected the data, the obtained responses were transferred to the SPSS software, obtaining
descriptive stats. Consequently, at the end of the survey three open-ended questions were
analyzed according to their similarities and differences in response to the answers given by
educators by performing contextual analysis. In order to give detail view of each variable,
the detail discussion of each section is given in the next point.

4.3. Results

In total, 24 questionnaires were distributed and 24 were received back. How the
application of the alternative teaching method and the elements within learning
environments was divided into five categories with their respective statements; respondents
were asked to fill the required information. Following are the answered categories and their
results.

Table 4. Evaluate the application of teaching method in the learning environment

Very Less Non-
Statements Suitable Neutral
Suitable Suitable suitable
Frequency (%)
Educates students in different courses 18 (75,0) 5 (20,8) 1 (4,2) - -
Furniture corresponds to model principles 14 (58,3) 6 (25,0) 3 (12,5) 1 (4,2)
Technological tools match with model
8 (33,3) 3 (12,5) 10 (41,7) 1 (4,2) 2 (8,3)
principles
Offers flexibility to fit different lessons 17 (70,8) 5 (20,8) 2 (8,3) - -
Provides freedom in activities meeting
18 (75,0) 5 (20,8) 1 (4,2) - -
children’s needs
Facilitates a creative environment and free
16 (66,7) 5 (20,8) 2 (8,3) 1 (4,2) -
play
Allows student to be an active agent in learning
20 (83,3) 4 (16,7) - - -
process (significant learning)
Total % 66,07% 19,63% 11,31% 1,8% 1,19%

There were seven statements to measure the application of teaching method in the
learning environment. The results are shown in table-4. In response to statement regarding
educator response towards the students’ education in different courses, it was recorded that
majority of educators considered very suitable, which was 75%, while none of the
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participants considered it non-suitable. In response to the statement regarding if the
furniture corresponds to model principles, it was recorded that 58.33% of educators
considered it very suitable, while none of the participants considered it non-suitable. In
response to statement regarding if the technological tools match with model principles, it
was recorded that majority of educators considered it no very suitable neither non-suitable;
which is 41.66%, while 8.33% considered it non-suitable, which mean that half of the
respondents considered it either very suitable or suitable. In response to statement
regarding to the offering of flexibility to fit different lessons, it was recorded that majority
of respondents considered it very suitable that is 70,8% while 8,3% responded as neutral.
In response to statement regarding provision of freedom in activities, meeting children’s
needs, it was recorded that majority of respondents considered it very suitable, that is
75,0%, while only 4.2% considered it neutral. In response to statement regarding if it
facilitates a creative environment and free play, it was recorded that majority of
respondents considered it very suitable, that is 66.7%, while only 4.2% considered it less
suitable. In response to statement regarding if it allows student to be an active agent in
learning process, it was recorded that majority of respondents considered it very suitable,
that is 83,3%, while 16,7% considered it suitable. In conclusion 66.07% of the participants
consider the application of the model in the learning environment very suitable, while only
1.19 % considers the application of the model in the learning environment non-suitable.

It was observed that within the classroom community, children constantly working
together while they construct meanings in a dialogical way. The three methods suggest a
classroom organization by areas in which different types of activities take place. Within
these areas individual and teamwork are supported, meeting the needs and interests of each
student. The classroom organization offers flexible areas, facilitating teacher’s practice and
the application of the teaching method.

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Table 5. Evaluate the space implementation in terms of the role of student as an
active agent
Very Less Non-
Statements Suitable Neutral
Suitable Suitable suitable
Frequency (%)
Space empowers students to interact more
20 (83,3) 3 (12,5) 1 (4,2) - -
effectively with themselves
Space arrangement allows children to choose
17 (70,8) 4 (16,7) 2 (8,3) 1 (4,2)
materials independently
Collaboration and communication within the
19 (79,2) 4 (16,7) 1 (4,2) - -
classroom is encouraged
Creative and innovative self-teaching
15 (62,5) 7 (29,2) 2 (8,3) - -
materials
School furniture dimensions match students'
20 (83,3) 2 (8,3) 2 (8,3) - -
anthropometry
Space fosters self-confidence. 20 (83,3) 3 (12,5) 1 (4,2) - -
Space promotes curiosity and interest in the
12 (50,0) 9 (37,5) 2 (8,3) 1 (4,2) -
learning environment
Total % 73,2% 19,06% 6,54% 1,2% -

There were seven statements to measure the space implementation in terms of the
role of student as an active agent. The results are shown in table-5. In response to statement
regarding if space empowers students to interact more effectively with themselves, it was
recorded that majority of educators considered very suitable, which was 83.3%, while none
of the participants considered it non-suitable. In response to the statement regarding if the
space arrangement allows children to choose materials independently, it was recorded that
70.8% of educators considered it very suitable, while none of the participants considered it
non-suitable. In response to statement regarding collaboration and communication within
the classroom is encouraged, it was recorded that majority of educators considered it very
suitable, which is 79.2%, while no one considered it non-suitable. In response to statement
regarding if the tools are creative and innovative self-teaching materials, it was recorded
that majority of respondents considered it very suitable that is 62.5% while 8.3%
responded as neutral. In response to statement regarding if school furniture dimensions
match students' anthropometry, it was recorded that majority of respondents considered it
very suitable, that is 83.3%, while none of the participants considered it non-suitable. In
response to statement regarding if space fosters self-confidence, it was recorded that
majority of respondents considered it very suitable, that is 83.3%, while none of the
participants considered it non-suitable. In response to statement regarding if space
promotes curiosity and interest in the learning environment, it was recorded that majority

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of respondents considered it very suitable, that is 50.0%, while only 4.2% considered it less
suitable. In conclusion 73.2% of the participants consider the application of the model in
the learning environment very suitable, while none of the participants consider the space
implementation in terms of the role of student as non-suitable.

During the observations completed, the implementation of the educational model

contributes to students to become independent while manipulating teaching materials
according to their interests and needs. Also by having the class distributed into small areas,
self-learning is promoted with corners where different activities can be developed.

Table 6. Evaluate the space implementation in terms of the role of teacher as guide
and observer
Very Less Non-
Statements Suitable Neutral
Suitable Suitable suitable
Frequency (%)
Teachers can interact more effectively with
20 (83,3) 3 (12,5) 1 (4,2) - -
students within the space
Dimension space allows teacher to guide and
22 (91,7) 2 (8,3) - -
observe students from every area
Collaboration and communication within the
21 (87,5) 2 (8,3) 1 (4,2) - -
classroom is encouraged
Technological tools meet teachers’ needs 11 (45,8) 4 (16,7) 6 (25,0) 2 (8,3) 1 (4,2)
School furniture and teaching materials meet
15 (62,5) 5 (20,8) 3 (12,5) 1 (4,2) -
teachers’ needs
Space offers opportunities to strengthen the
17 (70,8) 4 (16,7) 3 (12,5) - -
student-teacher relationship
Total % 73,6% 13,88% 9,73% 2,1% 0,69%

There were six statements to measure the space implementation in terms of the role
of teacher as guide and observer. The results are shown in table-6. In response to statement
regarding teachers can interact more effectively with students within the space, it was
recorded that majority of educators considered very suitable, which was 83.3%, while none
of the participants considered it non-suitable. In response to the statement regarding if the
dimension of space allows teacher to guide and observe students from every area, it was
recorded that 91.7% of educators considered it very suitable, while none of the participants
considered it non-suitable. In response to statement regarding collaboration and
communication within the classroom is encouraged, it was recorded that majority of
educators considered it very suitable, which is 87.5%, while no one considered it non-

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suitable. In response to statement regarding if technological tools meet teachers’ needs, it
was recorded that majority of respondents considered it very suitable that is 45.8% while
4.2% considered it non-suitable. In response to statement regarding if school furniture and
teaching materials meet teachers’ needs, it was recorded that majority of respondents
considered it very suitable, that is 62.5%, while none of the participants considered it non-
suitable. In response to statement regarding if space offers opportunities to strengthen the
student-teacher relationship, it was recorded that majority of respondents considered it very
suitable, that is 70.8%, while none of the participants considered it non-suitable. In
conclusion 73.6% of the participants consider the space implementation in terms of the role
of teacher as guide and observer very suitable, while only 0.69% of the participants
consider it as non-suitable.

The educator within the learning environment is seen as a mediator who offers
children with materials necessaries for their learning process. Educators declared great
satisfaction regarding the design of the classroom at the results of the study. Likewise they
recognized how important is the classroom design in child development by letting them
interact with it and at the same time the space offers opportunities to teachers for
developing their role.

Table 7. Evaluate furniture and materials in terms of implementation of teaching

method
Very Less Non-
Statements Suitable Neutral
Suitable Suitable suitable
Frequency (%)
Concrete materials (real life) 17 (70,8) 7 (29,2) - - -
Promote self-education 17 (70,8) 7 (29,2) - - -
Aesthetic and creative 15 (62,5) 8 (33,3) 1 (4,2) - -
Use of technological tools 8 (33,3) 6 (25,0) 4 (16,7) 2 (8,3) 4 (16,7)
Integrates contents of the subjects 15 (62,5) 6 (25,0) 2 (8,3) 1 (4,2) -
Arranged according to different disciplines 16 (66,7) 7 (29,2) 1 (4,2) - -
Self-correcting materials (puzzles, Legos) 20 (83,3) 3 (12,5) 1 (4,2) - -
Fosters involvement of students in learning
19 (79,2) 2 (8,3) 3 (12,5) - -
process
Total % 66,14% 23,97% 6,25% 1,56% 2,08%

There were eight statements to measure the furniture and materials in terms of
implementation of the teaching method. The results are shown in table-7. In response to
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statement regarding the concrete materials (real life), it was recorded that majority of
educators considered it very suitable, which was 70.8%, while none of the participants
considered it non-suitable. In response to the statement regarding if promote self-
education, it was recorded that 70.8% of educators considered it very suitable, while none
of the participants considered it non-suitable. In response to statement regarding if they are
aesthetic and creative, it was recorded that majority of educators considered it very
suitable, which is 62.5%, while no one considered it non-suitable. In response to statement
regarding the use of technological tools, it was recorded that majority of respondents
considered it very suitable that is 33.3% while 16.7% considered it non-suitable. In
response to statement regarding if it integrates contents of the subjects, it was recorded that
majority of respondents considered it very suitable, that is 62.5%, while none of the
participants considered it non-suitable. In response to statement regarding if it is arranged
according to different disciplines, it was recorded that majority of respondents considered
it very suitable, that is 66.7%, while none of the participants considered it non-suitable. In
response to statement regarding if they are self-correcting materials (puzzles, Legos), it
was recorded that majority of respondents considered it very suitable, that is 83.3%, while
none of the participants considered it non-suitable. In response to the statement fosters
involvement of students in learning process, it was recorded that majority of respondents
considered it very suitable, that is 79.2%, while none of the participants considered it non-
suitable. In conclusion 66.14% of the participants consider the furniture and materials in
terms of implementation of the teaching method very suitable, while only 2.08% of the
participants consider it as non-suitable.

Regarding the materials and furniture, it was observed that within classrooms
movable tables and furniture allow educators to reconfigure the space adjusting it to the
teaching method requirements. Likewise, the furniture within the class is child-sized,
facilitating children to manipulate them. At observations completed was seen that materials
are creative and encourage students to learn. Similarly, the materials that are commonly
used are placed in attractive and accessible places to children’s hands and visual field.

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Table 8. Evaluate the learning environment design according to the teaching method
Very Less Non-
Statements Suitable Neutral
Suitable Suitable suitable
Frequency (%)
Big and open spaces 17 (70,8) 7 (29,2) - - -
Contact with the exterior (windows, doors) 14 (58,3) 6 (25,0) 2 (8,3) 1 (4,2) 1 (4,2)
Subdivided into thematic areas 16 (66,7) 6 (25,0) 2 (8,3) - -
Promotes movement around the space 17 (70,8) 4 (16,7) 3 (12,5) - -
Supports use of technology into class
9 (37,5) 7 (29,2) 3 (12,5) 2 (8,3) 3 (12,5)
development
Organized, aesthetic and clean 17 (70,8) 6 (25,0) 1 (4,2) - -
Promotes children's independence in
17 (70,8) 6 (25,0) 1 (4,2) - -
exploration and the learning process
Creative environment 16 (66,7) 6 (25,0) 2 (8,3) - -
Provides flexible spaces to carry out the
17 (70,8) 6 (25,0) 1 (4,2) - -
projects
Generates spaces to play and experience 10 (41,7) 9 (37,5) 3 (12,5) 2 (8,3) -
Total % 62,5% 26,25% 750% 2,08% 1,67%

There were ten statements to measure the learning environment design according to
the teaching method. The results are shown in table-8. In response to statement big and
open spaces, it was recorded that majority of educators considered it very suitable, which
was 70.8%, while none of the participants considered it non-suitable. In response to the
statement regarding contact with the exterior (windows, doors), it was recorded that 58.3%
of educators considered it very suitable, while 4.2% of the participants considered it non-
suitable. In response to statement regarding subdivided into thematic areas, it was recorded
that majority of educators considered it very suitable, which is 66.7%, while no one
considered it non-suitable. In response to statement regarding promotes movement around
the space, it was recorded that majority of respondents considered it very suitable that is
70.8% while none of the participants considered it non-suitable. In response to statement
regarding supports use of technology into class development, it was recorded that majority
of respondents considered it very suitable, that is 37.5%, while 12.5% of the participants
considered it non-suitable. In response to statement organized, aesthetic and clean, it was
recorded that majority of respondents considered it very suitable, that is 70.8%, while none
of the participants considered it non-suitable. In response to statement regarding promotes
children's independence in exploration and the learning process, it was recorded that
majority of respondents considered it very suitable, that is 70.8%, while none of the
participants considered it non-suitable. In response to the statement creative environment,
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it was recorded that majority of respondents considered it very suitable, that is 66.7%,
while none of the participants considered it non-suitable. In response to statement
regarding provides flexible spaces to carry out the projects, it was recorded that majority of
respondents considered it very suitable that is 70.8% while none of the participants
considered it non-suitable; and in response to statement regarding generates spaces to play
and experience, it was recorded that majority of respondents considered it very suitable,
that is 41.7%, while none of the participants considered it non-suitable. In conclusion
62.5% of the participants consider that the learning environment design and its relation
with the educational model is very suitable, while only 1.67 % of the participants consider
it as non-suitable. The findings indicate that the interior design of a kindergarten classroom
affects overall the development of children’s skills as well as their motivation towards
learning. The majority of the classrooms analyzed incorporate the nine elements of
learning environments, opening opportunities for the application of a variety of teaching
methods.

After analyzing every statement from a general perspective, following a table is

presented with educators' responses regarding their opinion of every statement in terms of
the alternative teaching model they apply within it,

Table 9. Educators’ perspective in terms of the teaching method applied

STEM Multiple Montessori
Statement Education Intelligence Method
Mean* Mean* Mean*
Application of teaching method in the learning
environment 4.16 4.71 4.55
Space implementation in terms of the role of student as
an active agent 4.39 4.71 4.76
Space implementation in terms of the role of teacher as
guide and observer 4.27 4.81 4.64
Furniture and materials in terms of implementation of
the teaching method 4.25 4.68 4.57
Learning environment design according to the
teaching method 4.27 4.73 4.33

*Statements means ranged from 1 to 5, with higher numbers representing more positive responses.

In the comparison above, the perception of each of the statement differed

moderately among the participants of each teaching method. The lowest mean obtained
after the analysis is 4.16 and the highest 4.81, which shows that the interaction of the

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learning environment with the teaching methods is very suitable, with an overall average of
4.5; and consecutively contradicts hypothesis 4 by demonstrating that the methodologies
used for the study have common features. Regarding the statement “expectations and needs
in the learning environment”, three open-ended questions were suggested in the
questionnaire, similarities and differences were determined by comparing and evaluating
the answers provided by the participants.

Concerning the question - Could you indicate the strengths of existing learning
environments that contribute to teaching method implementation? The general responses
obtained through the survey were that the material implemented in the classroom
corresponds to the method and is suitable for students' age and development, while also the
materials and shelves are reachable for children and enable them to get what they need
without needing to ask adults for help since furniture is designed in accordance with
student's natural scale. Likewise the indoor environment match with the design criteria
contributing to the correct application of the method as this is large enough, creative and
entertaining, giving the opportunity to perform different activities and also the classrooms
are well connected and they are reachable from every place. Even though these are large
spaces, a balance between freedom and leadership to children is offered and also personal
space is provided for each student, allowing them to develop and perform the activities of
their interest.

In relation to the question - Could you indicate the limitations of existing learning
environments in terms of interior architecture? The general responses obtained through the
survey were that classes should be on the ground floor so that they can connect easily with
outdoors, fostering activities that integrate contact with nature. Also some classrooms
don’t allow children to move freely within the learning environment and there are not
enough materials and games that involve the technological part in the classroom.

And for the last question - Do you think the learning environment design affect
overall students’ skills development? Why? The general responses obtained through the
survey are that well-designed learning environments contribute children's physical and
cognitive development while promote learning and make children to think and analyze,
also class design contributes to children development because allows children to educate

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themselves and learn who they are and what they want. Therefore can be stated from the
theoretical hypothesis mentioned earlier about the distribution of the environment and the
results of the survey, that the learning environment facilitates students' skills and abilities
positively if properly designed. Likewise, equipment, tools and didactic materials help
children to develop their creativity and increase levels of student productivity and comfort.
A large learning environment allows children to move freely in wide spaces and reach any
material of their interest increasing their inner motivation, also it facilitates them to interact
with the environment and do whatever they feel like doing. Also the classroom develops
all abilities within certain limits although the connection with the outside environment
allows a more significant development. Regarding the open questions, was found in this
study that only two elements within learning spaces have been left aside of the analyzed
elements of a learning environment, being these the combination of digital and physical
environment and contact with outdoors. This outcome is product of the completed visits
and surveys’ results. However, the majority of the elements fulfill educators and teaching
methods’ expectations. Concluding, at the end of the survey the three teaching methods
were assessed based on the responses obtained through the surveys.

Figure 17. Graph with a comparison among the learning space in terms of
alternative teaching method application.

Space and Teaching Methods interaction

5

4.8

4.6

4.4

4.2

3.8
Educational model in Student as an active Space and teacher as Furniture and Learning environment
the learning space agent in the learning guide and observer materials design
space

STEM Education Multiple Intelligences Montessori Method

Reference: Pilar Robledo, 2017

104
 The graph represented above shows a comparison of the results obtained after
analyzing the data of the surveys. As can be seen in the evaluation of spaces in terms of the
application of the alternative method, the results of the evaluations show that the
relationship between the variables surveyed has some equality in importance and influence.
In terms of the graph analysis, STEM Education with a mean of 4.27 was considered as
Suitable according to the educators in the kindergarten; on the other hand Multiple
Intelligences had a total mean of 4.73, considering it as Very Suitable from educators’
perspective and Montessori Method with a total mean of 4.58 was considered as Very
Suitable as well. However, although these three methods are applied at different places, a
majority of participants have similar perspectives regarding the application of the method
and influence of the physical space. Likewise through this graph the hypothesis 3 is
supported, by showing that although every alternative teaching method corresponds to
different times, there are more similarities regarding their implementation within a learning
environment.

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 CHAPTER V

DISCUSSION AND CONCLUSIONS

This study has sought to respond to a number of research problems related to the
elements within the learning environment and how the application of the teaching method
affects the interior design of the classroom. In order to provide all the necessary data two
chapters contain the theoretical framework, which was the basis of the development of the
study. As part of the theoretical framework, the second chapter incorporates the concept of
learning environment, the elements that constitute it and a brief description of the
characteristics of the alpha generation, who are the target group of the study, as well as the
main users of the classroom. Subsequent the third chapter is composed of an introduction
to education, including the concept of it and some of the teaching methods were
mentioned, in order to have a general perspective of them. In the same chapter three
methods were selected, being these STEM Education, Multiple Intelligence Theory and
Montessori Method. These were selected due to their success in preschool education as
well as their current implementation in many educational institutions. At the end of the
chapter; the common aspects among the three selected methods were found in order to
provide a general basis for teachers in respect to how any teaching method can have
similarities with any other. The purpose of a fourth chapter is to gather accurate
information by gathering data from an administered survey to 24 participants of three
different educational institutions in the metropolitan city of Ankara, Turkey. For each
teaching method one institution was chosen, these are “Minik Devler Anaokulu” – STEM
Education, “Maya Çocuk Yıldız” – Multiple Intelligences Theory and “Binbir Çiçek” –
Montessori Method.
There were five items to analyze and three open ended questions. The results are as
follows;
In respect to the first item analyzed “Evaluate the application of educational model
in the learning environment”, 66.07% of the participants consider the application of the
model in the learning environment very suitable, while only 1.19 % considers the
application of the model in the learning environment non-suitable. According to the second
item analyzed “Evaluate the role of student as an active agent in terms of implementation
of the educational model”, 73.2% of the participants consider the application of the model

106
in the learning environment very suitable, while none of the participants consider the space
implementation in terms of the role of student as non-suitable. Regarding the first item
analyzed “Evaluate the role of teacher as guide and observer in terms of implementation of
the educational model”, 73.6% of the participants consider the space implementation in
terms of the role of teacher as guide and observer very suitable, while only 0.69% of the
participants consider it as non-suitable. Findings recognize how effective and facilitated
the application of the teaching model is when the space contributes with the educator role.
Also, when educators are provided with spaces that are easy for them to interact with, the
objectives of education are fulfilled. Concerning to the fourth item analyzed “Evaluate the
furniture and materials in terms of implementation of the educational model”, 66.14% of
the participants consider the furniture and materials in terms of implementation of the
teaching method very suitable, while only 2.08% of the participants consider it as non-
suitable. The findings indicate the importance of the furniture and materials used for the
development of the lessons as well as how they contribute to children’s skills development
and their motivation towards learning. With reference to the fifth item analyzed “Evaluate
the learning environment design according to the educational model” 62.5% of the
participants consider that the learning environment design and its relation with the
educational model is very suitable, while only 1.67 % of the participants consider it as non-
suitable. In summary, the answers given by the experts to the three open ended questions
supported the criteria that were important in the study of the survey, as well as the
clarification of different issues related to the design of the interior of the learning space.
The majority of respondents indicate that the learning environment has more strengths than
limitations that contribute to the implementation of the educational model. In the same
way, educators consider that the learning environment positively affects the development
of students' abilities, if this includes places of learning offering possibilities for child
development.

After analyzing the data collected, the four hypothesis of the research could be
proven. For the first research hypothesis it was noted that, the distribution of the
environment facilitates students' skills and abilities positively. This was perceived by
providing the interior space of a classroom organized into different areas that provide
children opportunities. For the second research hypothesis was reflected that the
relationship of learning environment with teaching method differed between respondents’

107
opinion. Having different study cases contributed to respond this hypothesis, since the
respondents interact with environments distributed in different areas within the educational
institutions and the methods applied within learning environments are different. For the
third research hypothesis it was shown that students' academic performance may be
associated with the student-centered environment. If space provides students opportunities
according to their skills and diverse interest, students would feel confident to take the
control of what they are doing. Therefore their academic performance will improve. For
the fourth research hypothesis it was observed that the influence of the interior design of
the learning environment contributes the application of the teaching methods. When the
classroom offers flexibility to adapt its spaces to the teaching method requirements, the
application of it is effective and fulfill its objectives.

The findings from the analysis respond to the study’s research problems and help to
achieve its aim, which is to provide interior space design characteristics for an effective
learning environment design within preschool classrooms, based on three alternative
teaching methods. These findings have several significant implications for both evaluating
and creating an effective interior design of a learning environment, particularly for the
purposes of implementing the elements within learning spaces as well as satisfying
children’s needs.

The evaluation based on the relations created between the data collected are
graphically represented. By relating the common aspects among the teaching methods, the
elements within learning environments and the results of the survey the conclusions of this
chapter could be developed. This incorporates the concept of the learning environment, the
characteristics of an effective learning environment and how it affects the development of
the child either on a personal or academic level.

108
Figure 18. Venn diagram, relation between data gathered for the study

Elements
within learning
environments

Common
aspects of Results of
the Teaching the Survey
Methods

Reference: Pilar Robledo, 2017

Through the aforementioned information, the recommendations for the interior

design of a learning space were developed, based on the elements within learning
environment. It is important to emphasize that the implementation of the elements
mentioned below, contribute for an effective learning environment design, as well as their
correct implementation and combination with the teaching methods.

As mentioned in the theoretical framework, one of the cornerstones for the early
years of child development is the creation of a learning environment that supports
children's learning, socialization, interests and needs while producing the right conditions
to improve students' learning, whether mental, physical or cognitively. Therefore, learning
environments can be seen as flexible and dynamic scenarios to both time and students’
needs, as well as a requirement for schools to create a space that contributes to students’
learning, which responds to an educational strategy and constitutes an instrument that
supports the learning process. The learning environment is represented by a lively,
changing and dynamic environment, as children's interests, needs, ages and the
environment in which they are immersed change continuously. The purpose of the learning
environment is to encourage children to become protagonists in their own learning,
providing them with a stimulating, creative, comfortable and participative environment
where they can interact amongst each other and with nature.

This explanation confirms the idea that within a learning environment, all the
elements that compose it are of fundamental importance for the application of teaching

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methods, students’ learning and consequently their success or failure. Certain elements
such as space, furniture distribution, aesthetics, materials, tools and facilities that constitute
the classroom, support students during the activities carried out within the classroom as
well as promote the interaction of these with the surrounding environment and community.
The factors and design of the learning environment influence the behaviors, attitudes and
motivation of students, determining the quality of the education that students receive and
how the application of the teaching methods succeeds. The fundamental spatial
relationships are developed between the connections of different areas that are provided
within the classroom, thus in order to work and develop skills and abilities in students
preschool classrooms should favor spontaneous activities for children. An adequate
classroom design allows more interaction between teachers and students and benefits from
the spatial distribution to enhance learning experiences, through flexible physical elements.

Mostly environments that stimulate the senses, promote the exchange of

information, provide experiences, and propose trial and error activities, feedback and
application are likely to support learning. Simultaneously, educators have an essential role
in children’s skills development, either as mediators or facilitators of learning. Educators
are responsible for creating an environment favorable to children’s development, creating a
proper space organization that allows the development of different didactic experiences in
learning as well as offer materials, tools and information necessary to achieve an effective
teaching-learning process. However, the most important aspect of the classroom is the
design of it, because it provides flexible spaces adaptable to students’ needs and to current
teaching methods, contributing to improved students’ skills and practices in classroom.
The interior design of a classroom is adapted to students’ needs and also encourages team
learning and self-education, that is, students are active agents in their own education, they
are protagonists of their own learning, choosing the time and place to accomplish any task.

Thus, it is evident how a learning environment is influenced by different factors

that are why this section will discuss the main findings of this study, and how by taking
into consideration these factors and the principles of three alternative teaching methods,
the classroom as a learning environment and its interaction with the selected methods can
be analyzed.

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 One of the important aspects for which it was decided to work in this context, is
because this research seeks to afford enriched information for the new coming educational
centers in respect to considerations for an effective and functional learning environment
design. These considerations aim to satisfy the needs of a new generation of students,
bringing out common aspects between preschool education, teaching methods’ principles
and elements within learning environments, in order to have a better understanding of how
important it is to improve the quality of early education regarding the interior design
approach of learning environments. From the results obtained through this research, it can
be deduced that within the learning environment there are many elements that influence
students’ success, the quality of education, the safety of the child and the flexibility of the
space. Therefore, it is important for the educational team and designers to take into
consideration these elements in the design process, knowing that the correct inclusion of
them benefit educational interactions and children’s development and learning.

During the visits to three institutions, the implementation of an integrated

curriculum was observed, fundamental for the learning process in the three methods;
composed of different courses that contribute to student motivation and the educational
experience of students. STEM Education, Multiple Intelligence, and Montessori emphasize
the active role of children in learning, participating in all activities that emerge in the
classroom, guiding each child through his own natural pathway of personal development
and encouraging him to be curious and independent. The spatial distribution of the
classroom contributes to a personal, direct and personalized attention to each student.
Through the visits, it was observed that each classroom provides a favorable environment
for children to work without limitations; the distribution of interconnected areas supports
interaction among students, offering corners or spaces so students can carry out activities
of their own interest or simply interact with the environment while manipulating tools.
These spaces are more likely to engage students in learning and not only promote the
creation of a community of learners according to their interests where everyone is
respected for their learning skills, but also promote creativity and curiosity in students
through different problem-solving activities and the use of different techniques.

As some of the main elements within the classroom, it is important to acknowledge

the importance of furniture and materials as elements used during the teaching-learning

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process. During the completed visits, it was observed that the furniture and tools were
made of natural and lasting materials approaching the reality of what is needed to teach,
painted with bright colors that easily draw children's attention. Much of the teaching
material is fabricated by students in cooperation with the educator; this is renewed within
the course of the school year and when changing from one unit to another. The permanent
work material is placed in a visual field that favors the student's interaction with it, such as
the blackboard, projectors, cabinets, lockers, tables, etc. In the same way the materials are
classified according to the units that are required to work, both STEM, Multiple
Intelligence and Montessori work under an integrated curriculum, which recognizes the
individuality of the student. This was reflected in how the classification of materials with
respect to different topics studied in the classroom gives a more objective and realistic
sense of the surrounding environment for students, favoring the formation of concrete
concepts and giving them the opportunity to analyze and interpret better the subject
studied, with the aim of strengthening the different intelligence and variety of interests.

The creativity implicit in each of the methods, was given in an attractive and
motivating way for the students, through concrete and technological tools placed in
flexible and aesthetic spaces that are connected, so that the student feels motivated to
explore and experience the space. However, in some of the classrooms was observed lack
of technological tools, which many teachers considered as deficiencies in the design of the
classroom. These are essential for the implementation of various methodologies such as
Multiple Intelligence and STEM Education where technology has a key role, offering to
the student a personalized teaching adapted to the emergence of new technologies; on the
other hand, the Montessori Method does not include technology as part of its curriculum
and learning environment, however, in several Montessori schools technology is now
being implemented in many lessons and as part of the classroom.

Noting that the classrooms are designed focusing on the student, it was observed
that the environment is also centered on educators, allowing them to develop their role
and to have the facility to move freely within a flexible and comprehensive classroom. It
was observed that the teaching materials and technological tools were distributed
according to different subjects of study and these were placed within educators reach, so
that they could apply the teaching method in a successful way, interacting with their

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students and at the same time fulfilling their duties as mediators and facilitators of
education. Through a survey the great satisfaction of educators was documented
regarding the design of the classroom and how it promotes children’s ability to work
freely without needing to ask adults for help, encouraging them to be independent and
self-directed learners.

The three methods focus on student-centered education, understanding that the

construction of knowledge is a shared activity because it is a communicative action and
sees the student as a whole. Affective and social factors are as important as cognitive
ones, which is why in the classroom the importance of participation and involvement of
community in education is recognized. This was observed in the Montessori classroom,
for instance, offering multi-aged classrooms, allowing students to interact with kids
younger and older than themselves, but also providing them with the opportunity to be an
explorer and a mentor. Even though STEM and Multiple Intelligence divide children
according to their age, the inclusion of the community was observed, where the
difference of every child is accepted and individual needs are satisfied. The physical
environment is seen as support for the learner during the learning process and the
universe of the child, in which his mind soaks up information from the environment
around him, learning about it and applying new knowledge for his own benefit.

On a practical level, the three educational methods propose great diversification

of work and the maximum possible freedom, so that the child learns to a great extent by
himself and to the rhythm of his own discoveries. The acquisition of new knowledge and
the application of each method is influenced by the physical environment where the
connections between learning and the physical tools used for the development of
teaching-learning process occur. From the observational research to the educational
centers and analysis of the surveys, it was observed that the classroom design
corresponds to the principles or suggestions for learning environments design according
to each methodology and how this contributes to the application of the different
methodologies.

For the purpose of developing skills and promoting learning by discovery, the
three methodologies seek to put children in direct contact with their environment. Nature

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is not only important for the development of children in each of their intellectual,
emotional, social and physical aspects, but serves as an ideal space to stimulate their
senses and experience while making their own discoveries.

As a result of the observational research, it was noticed that classrooms do not

have a direct connection to their exterior, except for windows that receive direct sunlight
and allow circulation of natural ventilation. However, when locating the classrooms in
seconds and third levels contact with nature turns difficult, making students spend most
of their day in indoor environments. Survey results point out that teachers consider
important the connection of the indoor environment with nature, because through this the
will to learn and to explore is stimulated. The imagination of the student is activated
through experimentation and play, their autonomy, creativity, empathy, and motor skills
are also encouraged, and they develop coordination, balance, and agility, because
practicing outdoor games improves their physical condition. This is why it is considered
important to connect the learning environments with nature in child care centers,
stimulating the diversity of the educational and play experience in the children,
improving their social relations, their academic performance, and their cognitive capacity
while supporting their creativity. Basically it is about providing them the possibility of
coexisting with an environment based on the senses of touch, balance, movement and life
experience.

In conclusion, the teaching methods have many common aspects that facilitate the
implementation of these in a learning environment; however it is important to remember
that each method has its principles to which we should take into consideration when we
consider classroom design. Overall, the importance of alternative methods is that they
emphasize the independence and autonomy of students from the beginning because it is
evident that students should want to learn in order for education to be successful, which is
why the most appropriate tools should be provided to reach this. In general, alternative
teaching methods are based on the premise of offering students tools that allow them to
become self-taught, although always under the direction of specialized teachers. In
addition, they are considered important for the implementation of dynamic methodologies,
the construction of new opportunities for personal and professional training. It is through
the implementation of these that students are committed to their own personal development

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and to their community, are trained; it is about necessarily implying an inclusive dynamic,
never excluding in any sense. For the aforementioned reasons, it is considered necessary
that future educational institutions and educators take into consideration the interaction
between the student, the teaching method, and the learning environment, as it is one of the
cornerstones of initial education, in order to form future citizens and professionals able to
learn independently and contribute to the development of a better society. However, upon
returning to previously mentioned in the theoretical framework, it is recognized that there
are certain essential elements that when combined create an exceptional learning
environment. Through surveys, analysis of teaching methods and theoretical framework
the following was concluded regarding the implementation of the elements within learning
environments.

Flexibility
One of the elements of learning environment, is provided by spaces that adapt to
the possible emergent changes in either teaching strategies or allocation of furniture. The
space should be able to reconfigure and create within it different spaces based on students
and teachers’ needs. The learning environments of the 21st century are environments
where the student is a participative being in self-directed and cooperative learning
activities; these allow movement and malleability within the learning environment as well
as flexibility in learning process. When finding the common elements of the three teaching
methodologies, they integrate the flexibility by seeing as flexible and dynamic the child's
mind and by motivating the student to assume an active role in the teaching. That is, the is
the one who chooses the time and place to carry out the projects carried out, in the same
way that through spatial distribution there are connections between learning and the
physical materials used for the development of teaching-learning process, so children can
work individually or in groups. Through the visits and interviews conducted, the
participants reported that the dimension and distribution of the space allows them to
implement their teaching techniques effectively. In the same way, it was observed that the
classroom distribution actually facilitates the student's flexibility so that they can move
freely within the classroom and use the materials and tools of their interest for their
cognitive development. The classrooms are easy to explore, the learning environment
promotes social interactions and communication through flexible areas that allow students
to choose and place furniture easily. When the classroom is divided into corners or areas

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destined for different activities, each work area is well defined, and these provide enough
space, furniture, and material necessary for carrying out specific activities. The busiest
areas should be clearly separated to avoid crowds that cause feelings of overcrowding; the
circulation spaces should be wide and not interrupting the work areas. The arrangement of
furniture and areas facilitates the movement of the child inside the classroom, offering a
flexible and functional space. Additionally, classrooms have tables that are movable and
allow educators to reconfigure the space adapting it to the teaching method applied. This
proposal makes it possible to evaluate the spaces and the classroom activities in a more
analytical and systematic way, having a positive impact on each of the daily learning
situations.

Comfort
It provides a quality space where students feel comfortable to concentrate on the
task at hand. Comfort encourages interaction among children by offering comfortable
furniture, objects, and materials for educators and students. Comfort in spaces is given by
implementing neutral colors, on walls, curtains, ceilings, etc., avoiding anxiety and
discomfort for users. Comfort also includes elements that contribute to creating a relaxed
environment, such as heating and cooling, comfy chairs, natural light, artificial lighting,
and acoustics. By looking at the common aspects of the three methods, comfort is given by
offering a space that respects children’s autonomy and interests, through spaces that make
the student feel comfortable, with materials of their interest that are easy to manipulate,
spaces adaptable to their skills and interests making them feel comfortable to develop the
tasks carried out. In general, it is very important that the spatial distribution makes the
child feel safe, comfortable, in an enjoyable, aesthetic and welcoming environment. After
having analyzed the surveys, the participants reported that the physical space gave them
the comfort of being able to interact with students and implement methodologies. Likewise
through the visits it was observed that children move comfortably throughout the
classroom and interact in each of the areas provided when there are colorful and contain
interesting materials for them, so classrooms maintain a standard temperature thanks to the
heating for winter times and windows for summer seasons. The structure and order are
reflected as part of the small universe comprehended within the classroom. The space
suggests a simple harmony, reflects comfort, in order to make students feel attracted to
come in and work. Within the learning environment collective work areas should be

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compatible, creating specific areas for attractive and motivating activities for students.
Additionally, classroom design should facilitate children's proximity to the objects and
materials they need. Both flexibility and comfort, promote cooperation among students as
well as cooperative and self-learning. They also influence the possibilities for movement
and, consequently, physical behaviors of childhood in the environment.

Aesthetics
It is presented as one of main elements that should be taken into consideration,
because through this we manage to draw students’ attention and generally kids need to be
motivated to learn. Aesthetics is important so that the student feels motivated to participate
in the teaching-learning process. The aesthetic value of the environment not only lies in the
colors used in walls or floors but also in the simplicity, order, and cleanliness of the space;
including interesting elements to see and touch. The interior environment consist of an
aesthetically structured space where the design focuses on creating a social environment
and the exterior works as a form of integrating academic disciplines, favoring the academic
and social development of children, and promoting the conservation of the natural
environment. The decoration of the classroom is simple with creative illustrations that
motivate students to learn. An aesthetic space allows contact with the outside world
through natural lighting and outwards views, avoids excessive spaces, objects and the use
of too many bright colors, since these affect emotional states. On the other hand by using
neutral colors the beauty and color of the materials, teaching tools and nature are enhanced.
Aesthetics should be provided by including interesting elements to see and touch, allowing
kids to have contact with the environment, including flexible materials that allow a variety
of uses. As some of the main elements within the classroom, it is worth it to mention the
importance of furniture and materials, the design of which should be based on the interests
of children, becoming attractive to them, inviting them to explore, and promote their
creativity and divergent thinking. At the evaluation of the participants' responses and the
outcomes of the completed visits, the simplicity of beauty remains as an essential element
which matches with the design of the classroom. It was also observed that the most
commonly used materials are not only in attractive places but also in accessible places to
children’s hands and visual field with big, clear and simple illustrations. Within the
classroom, an attractive range of colors is used, unifying subjects without overloading the
classroom with decoration. Walls and floors have neutral colors that allow children to

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visually identify the spaces where the materials of their interest are located. Likewise, the
decoration are placed in their visual range using striking colors for the students. The
classroom reflects beauty, suggesting a simple harmony, reflecting peace and tranquility, in
order to make students feel attracted to come in and work.

Learner-centered
It is an element that not only includes the design of the space but respects the
different capacities, skills, intelligences, feelings and characteristics that constitute the
personality of each child; provides them with opportunities for developing their own
judgment and knowledge, encouraging them to make decisions by offering large open
spaces where children can interact among them. Nowadays students have active roles in
the learning process, participating in the decisions taken within the classroom. The child is
seen as an individual; therefore, they have the right to feel that they possess the space with
which they interact. The classrooms are specially designed to provide a learner-centered
type of education, in which the autonomy, interests and natural tendencies of each student
are respected. At the same time space encourages students to become active agents in the
teaching-learning process. Classroom should teach by itself and provide a learner-centered
environment where furniture should be appropriate to students’ height and accessible to all.
This will encourage students to explore, make decisions and learn through interaction with
the environment and its tools. The furniture is child-sized so that children feel comfortable
and confident to manipulate materials that they can manage on their own. With respect to
the teaching methods, they work under a curriculum that focuses on the development of the
student's potentials, abilities, and knowledge. These promote the active role of the student
in the learning-teaching process, allowing the child to take control of how and when to
learn. The educator is seen as a mediator who provides them with tools and centers his/her
educational strategies on the student. During observations and surveys, educators declared
that both the methodology and the physical space operates for the child. Through the
survey it was stated by the educators that they had great satisfaction regarding the design
of the classroom and the handling and distribution of the materials and tools. Educators
also stressed the importance of classroom design in child development and how it
contributes to their ability to work freely without needing to ask adults for help,
encouraging them to be independent and self-directed learners. The materials and furniture
are child-sized and these are located in spaces created for students, allowing interaction to

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not only expand their knowledge by themselves but with the intervention and direction of
the educator as well. Fostering the active role of the student within the classroom was
represented by having student-centered spaces with areas or corners where they could
perform different activities either individually or in groups. Moreover, spatial distribution
of the classrooms contributes personal, direct and personalized attention to each student.
Therefore, a good spatial distribution of the classroom should consider how children
perceive the world, trying to see things from their perspective, understanding what draws
their attention, what stimulates them and what helps them to grow. Spatial distribution
should also take into account children’s visual field, so that, students turn into self-directed
learners, learning to control and adapt their methods to learning, respecting the differences
between them and their peers and keeping them motivated to be responsible for planning,
evaluating, and developing different activities. Designing an environment centered in the
student is achieved by creating large and flexible spaces, where the different sections are
interconnected and where the materials and tools are within reach of students and
proportional to their size.

Inclusion of community
It has been considered as an essential part of educational institutions in the learning
process of the child. Generally, the classroom design seeks to promote the formation of an
integral being, the relations of the students with the community and the formation of their
identity. Interaction of teachers with the community allows them to collaborate and share
their knowledge to improve the skills required in the classroom. Certainly the child is an
individual being who conducts himself; however, the interaction with those around him is
vital for a meaningful learning. Classrooms and virtual spaces are seen as tools for
improving student learning and commitment. They promote communication, key for an
effective and successful community. An environment that involves community is flexible;
allowing productive learning and participatory work opportunities among children, as they
learn from the interaction. Creating a community can be done through work by corners or
environments where children work as a team, sharing time and space among themselves
and adults, thinking aloud while expressing their desires and sharing their discoveries,
doubts, and concerns. When we refer to teaching methods, the importance of community
involvement is recognized and the participation and involvement of families and
community in educational activities, engaging students in learning and to helping them to

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have a community of learners. In relation to the application of an integrated curriculum,
students are asked to work together to solve problems, incorporating teamwork and
promoting the practice of the skills needed for business and industry. Another way the
methods create communities within the classroom is by multi-aged classrooms, in the case
of Montessori Method, but also STEM and Multiple Intelligence divide children according
to their age but through large spaces, and there is coexistence among children of different
ages. Each classroom is a small community that seeks to generate a sense of responsibility
within its surroundings and the ones who inhabit them. Through the visits done, it was
observed that classrooms are large enough; these are distributed into areas with particular
topics, where the children work in groups, exchanging opinions and respecting others'.
Strengthening the sense of community within the classroom was represented by providing
large spaces with areas for different disciplines, meeting spaces to carry out group
activities, where children have the opportunity of coexisting with each other, also placing
the furniture in a way that promotes work in pairs or in small groups. The classrooms are
side by side, promoting communication between children of different ages and in turn,
allowing them to interact with other teachers. Support for the sense of community within
the classroom is provided by the arrangement of furniture in different ways when group
deliberations are made and by designating corners of the classroom according to the units
that are being studied. In these corners, there are murals with work plans, texts, and
artifacts for children, books with information, tools and instruments. The classroom is seen
as a social reality, a mini-society where dialogue between the child and the adult is
promoted and also children learn to respect their personal possibilities and limitations as
well as the possibilities and limitations of others to promote the acquisition of a balanced
personality and self-confidence. Within the classroom community, children commit
themselves to work together and to construct meanings in a dialogical way. In general,
most of the teaching methods suggest a classroom organization by areas or corners in
which different types of activities take place; however, the way they are used is more
significant. When the class is organized by areas, individual and teamwork are promoted,
meeting the needs and interests of each student. Organizing the classroom into small areas,
the child recognizes the place where he can find the material that he wants, returning it at
the end of the activity. All of the aforementioned was observed within the classroom
design, meeting the needs of not only teaching methods but children.

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Student independence
It is encouraged by creating a creative and participative environment, where
children act and think from an active position about their own actions, given with new
challenges and chances for them to discover, innovate and think. The space distribution
facilitates students’ interaction and encourages them to be independent and confident about
their decisions. Thus, children should participate in the organization of the spaces to be
able to appropriate the environment; after all, they are the main users of the environment.
At the same time the distribution of space invites children to move and decide
independently the areas and materials with which they want to interact. These spaces are
large enough so that they can take control of what they are doing; furniture is arranged in
spaces that allow them to manipulate them. Among the common aspects of the teaching
methods, the physical environment is seen as the universe of the child, a support for the
learner during the learning process, where space offers diversification of work and the
maximum possible freedom to children, so that they learn by themselves and to their peace.
The three methods provide freedom of movement within the classroom offering large
spaces without any divisions where all teaching materials are reachable for children, so that
they make their own decisions about the type of work to participate and whether to do so
collaboratively or individually. As a further matter, the classroom design provides spaces
for different activities in which children have the freedom to participate in projects of their
interest, as well as manipulate the teaching materials and the tools they want. The learning
environments observed during the visits support the idea of independence by placing
materials within the reach of children, in completely free spaces, where children take
control of the task they are executing, in the same way during breaks children can continue
to use the materials and spaces allocated in the classroom, which gives them a sense of
confidence and independence when choosing the activity they want to perform. Likewise,
the student has the freedom of choice to interact with the environment and the elements
that compose it, and in turn acquire the necessary learning by doing so. The connections
created between the disciplines motivate the students to make the relations between the
subjects by themselves, promoting the interaction between the educator and the student.

Creativeness
It is considered essential to the success of learning. This element is not only
reflected through learning strategies but also the inclusion of new technologies,

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collaborative and active learning within the educational spaces. A creative environment
promotes contact with nature, implements materials that stimulate creativity, exploration,
manipulation and interaction with cultural diversity, and offers furniture that is attractive
and engaging for students. By means of the three alternative teaching methods, these
promote creativity and imagination through an innovative environment plus, free and
spontaneous play that enables the child to express himself and develop his potentialities.
The diversity, innovation and creativity implicit in each of the methods are represented in
the classrooms where the form, flexibility, and quality of the physical environment is given
in an attractive and motivating way for the students, managing to draw their attention
through concrete and technological tools placed in flexible and aesthetic spaces that are
connected, so that the student feels motivated to explore and experience the space. Looking
at the outcomes of the surveys, educators agreed that the environment promotes creativity
by working with different types of materials and by providing areas where different types
of activities can be developed. Likewise, it was observed that the illustrations and
decoration used in the classroom promote the learning of the students by keeping them
motivated and interested in the topics studied. Therefore, providing a creative environment
is extremely important when the active participation of the student in the education process
is desired. It is important for the child to learn to decide what and how to learn, to feel
motivated not only by the educator practice but by the physical environment, so that he can
acquire independence, self-discipline, and respect for himself and others.

Combination of the digital and physical environment

This has acquired more importance since current students want to connect and
communicate constantly and seek for an environment that supports these connections.
Besides the educational system cannot ignore the great importance of new technologies if
it is sought to achieve an integral development of students since new technologies allow
creative and different enhancement of intellectual capacity, disciplines, and principles that
constitute each of the alternative teaching methods. Technology enhances the cognitive,
affective, behavioral, academic, and social commitment of students, and contributes to a
deeper learning. Technology supports teaching methods and the environment by
integrating furniture like smart boards, tablets, net books among others; it also facilitates
the learning process and promotes interactivity with other teaching methods and
technologies. Due to the diversity, innovation, and creativity implicit in the three teaching

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methods, the motivation to learn is promoted by the implementation of technological tools
in the classroom. Among the common aspects of the three methods, technology is
implemented for class development and offers the student personalized teaching with new
technologies. Surveys indicated that educators believe the lack of technological tools as
part of the educational practice and as an element of the design of the learning
environment, limit the development of required skills. However, when visiting the school
that works under STEM Education, the integration of smart boards was observed within
some classrooms, although the lack of technological tools is evident, limiting the
development of the class practice. Therefore, it is important to consider the inclusion of
new technologies within the classroom by merging physical and digital infrastructures to
effectively support the learning process. As in this world that evolves day by day, both
current and future generations need better educational offers, due to society’s demands and
the constant contact with technology, which is a very powerful communication tool
between students and teachers that increases creativity, participation in class and students’
motivation.

Contact with outdoor spaces

It is an element within learning environments that is considered elementary for the
acquisition of physical and cognitive social skills. Children who participate in outdoor
educational activities usually develop a more creative imagination, their immune system is
stronger, stress levels are much lower and their concentration increases. An environment
connected with outdoors is created by locating transitional spaces between external and
internal areas, providing physical and visual contact with nature. However, the contact
with nature is promoted in indoor areas by combining furniture and materials made with
natural materials. In general, the natural environment promotes participation of children in
learning; developing their motor, language and cognitive skills. Regarding the common
aspects of the teaching methods, they recognize the importance of outdoor physical
activity, strengthening creativity and allowing children to be more sociable and
cooperative. In the same way, the direct contact with nature and the world provides
knowledge that children can apply in their lifetime. In order to promote the development of
capacities to think and feel, as well as initiative in children, the three methodologies
awaken in children the awareness of the need to live, care and enjoy in nature. They also
promote learning by discovery, putting children in direct contact with the environment.

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From the survey’s results it could be inferred that the main concern regarding the
classroom design is the contact with outdoors. Classrooms are located between the second
and fourth floor, which restrict the interaction with nature and in turn, makes the children
spend most of their school day indoors. It was observed that all the classrooms have
outward views, which afford natural light and ventilation, however, as the educators stated,
the exterior becomes a missed place due to a lack of access. Because of this, it is important
to consider the connection of interior space to the outside world through natural light and
outwards views, not only for stimulating creativity and promoting collaboration, but
because both the environment and the exterior are seen in an active way. It is important to
remember that the connection of the indoor environment with nature stimulates the will to
learn and to explore, activating the imagination of the student, their autonomy, creativity,
empathy, and motor skills. Children develop coordination, balance, and agility, because
practicing outdoor games improve their physical condition. Therefore the connection of
classrooms with nature stimulates the diversity of the educational and play experience in
the children, cultivating their social interactions, their academic performance, and their
cognitive capacity.

After analyzing the interaction of the elements of learning environment, the

theoretical framework, the results of the surveys and the completed observations, it can be
said that there isn’t a unique solution for creating the ideal learning environment. Multiple
factors from teacher’s teaching styles to community involvement, physical space and
everything in between makes the ideal learning environment vary. Unquestionably, the
teaching methods basically require a space that includes the elements mentioned
previously for their correct implementation within the classroom and in turn, to provide
future citizens with a suitable space where they can develop their motor, physical and
cognitive skills.

This study can offer recommendations for the design of the learning environment,
either based on physical elements or teaching methods, for improving the physical
conditions of existing and future learning environments. This study suggests nine elements
within the learning environment, which can vary according to the needs of teachers,
children and the objectives of educational institutions. However, it is possible to propose
some other elements for the creation of an effective learning environment fulfilling the

124
objective of the research and at the same time satisfy the users’ needs. Consecutively it
would be beneficial to make an analysis of different learning environments outside the
selected area taking into consideration culture and surroundings by determining the design
criteria peculiar to other kindergarten classrooms. The results of the classroom design
evaluation emphasize the physical and functional components that are important to the
experts. Therefore, it is expected that the interior space of a learning environment will be
able to adapt to the teaching method, as well as the demands of the users. Also, it is
expected a new view could emerge from the research in respect to the design criteria in the
classrooms, as well as the elements within learning spaces.

125
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135
 APPENDICES

APPENDIX I Survey English Language

Dear participant,

In this study, the objective is to provide the basic guidelines for an efficient architectural
design based on principles of three educational models (STEM Education, Multiple
Intelligence, and Montessori). For this purpose, three schools will be taken to fulfill the
purpose of it; the evaluation will be made in terms of implementation of educational
models within learning environments.

This Survey has been done for the Master’s Thesis to be written by PILAR ROBLEDO, in
consultation with Yrd.Doç. BETÜL BİLGE. The information provided will be protected in
accordance with the Laws and Regulations of the Republic of Turkey; for the purpose of
being used in the writing of a Master's Thesis. Please tick (x) in the relevant parts of the
following questions

Demographic information
Gender ( ) Female ( ) Male
Education ( ) Bachelor ( ) Master ( ) PhD
( ) More than 11
Work experience ( ) 1-5 years ( ) 6-10 years
years
Educational model
( ) STEM ( ) Multiple ( ) Montessori
applied at the current
Education Intelligence Method
working place

Below you may find a few statements based on the teaching method criteria within
learning environments; according to your experience and observations please tick (X) on
each item from a rating of 1 to 5 5: Strongly Suits / 1: Non-suitable

A. Evaluate the application of educational

5 4 3 2 1
model in the learning environment

Educates students in different disciplines

Furniture corresponds to model principles
Technological tools match with model principles
Offers flexibility to fit different lessons
Freedom makes possible for each child to find
activities according to their needs
Facilitates a creative environment and free play
Allows student to be an active agent in learning
process (significant learning)

136
B. Evaluate the role of student as an active
agent in terms of implementation of the 5 4 3 2 1
educational model
Space empowers students to interact more
effectively with themselves
Space arrangement allows children to choose
materials independently
Collaboration and communication within the
classroom is encouraged
Creative and innovative self-teaching materials
School furniture dimensions match students'
anthropometry
Space fosters self-confidence.
Space promotes curiosity and interest in the
learning environment

C. Evaluate the role of teacher as guide and

observer in terms of implementation of the 5 4 3 2 1
educational model
Teachers can interact more effectively with
students within the space
Dimension space allows teacher to guide and
observe students from every area
Collaboration and communication within the
classroom is encouraged
Technological tools meet teachers’ needs
School furniture and materials meet teachers’
needs
Space offers opportunities to strengthen the
student-teacher relationship

D. Evaluate the furniture and materials in terms

5 4 3 2 1
of implementation of the educational model

Concrete materials
Promote self-education
Aesthetic and creative
Use of technological tools
Integrates contents of the subjects
Arranged according to different disciplines
Self-correcting materials
Fosters involvement of students in learning
process

137
E. Evaluate the learning environment design
5 4 3 2 1
according to the educational model

Big and open spaces

Contact with the exterior (windows, doors)
Subdivided into thematic areas
Promotes movement around the space
Supports use of technology into class
development
Organized, aesthetic and clean
Promotes children's independence in exploration
and the learning process
Creative environment
Provides flexible spaces to carry out the projects
Generates spaces to play and experience

F. Expectations and needs in the learning environments

1. Could you indicate the strengths of existing learning environments that contribute
to educational model implementation?

2. Could you indicate the limitations of existing learning environments in terms of

interior architecture?

3. Do you think the learning environment design affect overall students’ skills
development? Why?

138
APPENDIX II Survey Turkish Language

Değerli Katılımcı

Yürütülen bu çalışmada, 3 eğitimsel modelin (STEM Eğitimi, Çoklu zekâ kuramı ve

Montessori Yöntemi) kurallarına dayanan etkili mimari tasarım ana hatlarıyla
anlatılmaktadır. Bu amaç doğrultusunda,3 okul seçilerek , öğrenme alanlarının içinde
eğitimsel modellerin uygulanması kriterine göre değerlendirilecektir.

Bu Anket, Yrd.Doç. BETÜL BİLGE danışmanlığında PILAR ROBLEDO tarafından

yazılacak Yüksek Lisans Tezi için yapılacaktır. Çalışmadan sağlanacak olan bilgiler
Türkiye Cumhuriyeti Kanun ve Yönetmeliklerine göre korunacak olup; Yüksek Lisans
Tezinin yazımında kullanılacaktır,

Lütfen aşağıdaki soruların ilgili kısımlarının içerisine (x) koyarak işaretleyiniz.

Demografik Bilgiler
Cinsiyet ( ) Kadın ( ) Erkek
Eğitim Seviyesi ( ) Lisans ( ) Yüksek Lisans ( ) Doktora

İş Deneyimi ( ) 1-5 yıl ( ) 6-10 yıl ( ) 11 yıldan fazla

Şuan çalışılan yerdeki ( ) STEM ( ) Çoklu zekâ ( ) Montessori

uygulanan eğitim modeli Eğitimi kuramı Yöntemi

Öğrenme alanı içerisindeki eğitimsel model kriterlerine bağlı olarak ,aşağıda belirtilen
başlıkları kendi deneyimleriniz ve gözlemlerinize göre (x) koyarak işaretleyiniz.
Değerlendirmeleri 1 ile 5 arasında bir derecelendirme yaparak değerlendiriniz?
1: Uygun değil / 5: Çok Uygun

A. Öğrenme mekânının “eğitim modelinin

uygulanması” açısından 5 4 3 2 1
değerlendirilmesi
Öğrencilerin farklı derslerdeki eğitimine olanak
sağlaması
Eğitim Modeli prensiplerine göre eğitim
malzemelerinin uygunluğu
Eğitim Modeli prensiplerle uyuşan teknolojik aletleri
Farklı derslere göre uygun esneklik sağlaması
Eğitim aktivitelerinde özgürlük sağlaması
Yaratıcı etkinliklere ve özgür oyun ortamı sağlaması
Öğrencilerin öğrenme süresince aktif rol oynamasına
izin vermesi(önemli öğrenme)

139
B. Eğitim modelinin uygulanması açısından
“öğrencinin aktif bir birey olarak rolünün” 5 4 3 2 1
mekânın değerlendirilmesi
Öğrencilerin kendileri ile verimli iletişim
kurmalarını güçlendirmesi
Çocukların eğitim materyallerini bağımsız
şekilde seçmesine izin vermesi
Sınıf içindeki iş birliği ve iletişim teşvik etmesi
Yaratıcı, özgün etkin eğitim materyalleri
sağlaması
Okul mobilyalarının boyutları öğrencilerin
fiziksel ölçüleri ile uyumlu olması
Özgüveni desteklemesi
Etkin olmayı teşvik eden eğitim malzemeleri

C. Eğitim modelinin uygulanması açısından

“öğretmenin rehber ve gözlemci olarak rolünün” 5 4 3 2 1
mekânın değerlendirilmesi
Öğretmenler, öğrenciler ile mekân içinde daha
verimli iletişim kurabilmesi
Mekânın boyutu, öğretmenlerin öğrencileri
yönlendirmesine ve bütün mekândan gözlemesine
olanak sağlar.
Sınıf içindeki iş birliği ve iletişim teşvik etmesi.
Teknolojik aletler öğretmenlerin isteklerine cevap
vermesi.
Okuldaki eşyalar ve materyaller öğretmenlerin
isteklerine cevap vermesi
Öğretmen-öğrenci ilişkisinin kuvvetlendirmesine
olanak sağlaması

D. Eğitim modelinin uygulanması açısından

“Eğitim Mobilya ve Malzemelerinin” 5 4 3 2 1
değerlendirilmesi
Gerçek malzemeler (Gerçek yaşamdan)
Etkin öğrenmeyi teşvik etmesi
Estetik ve yaratıcığı keşfetmesi
Teknolojik aletlerin kullanılması
Derslerin içeriği ile bütünleşmesi
Farklı derslere göre adapte edilebilmesi
Düşündüren eğitim malzemeleri (yap-boz
oyunları)
Öğrenme sürecinde, öğrencilerin katılımını teşvik
etmesi.

140
E. Eğitim modeline göre “Eğitim mekan
5 4 3 2 1
tasarımının” değerlendirilmesi
Yeterli ve Esnek olması
Dışarı ile bağlantı olması
Tematik alanlara ayrılması
Mekanın öğrencilerin hareketli olmasını teşvik
etmesi
Ders geliştirmede teknoloji kullanımını
desteklemesi
Düzenli, estetik ve temiz olması
Çocukların kendini keşfetme ve öğrenme
süresince bağımsızlığını teşvik etmesi
Yaratıcı etkinlikleri teşvik etmesi
Oyun oynamak ve deneyim kazanmak için ortam
yaratması
Bağlantılı sınıflar sağlamsı

F. Öğrenme alanlarında beklentiler ve ihtiyaçlar

1. Öğrenme mekânlarının güçlü yönlerini eğitim modelini desteklemesi açısından

güçlü yönlerini değerlendirir misiniz?

2. Mevcut öğrenme mekânlarının, iç mekân tasarımı açısından eksik yönlerini

değerlendirir misiniz?

3. Sizce, öğrenme alanının tasarımı öğrencilerin tüm becerilerinin geliştirmesini

etkiler mi? Neden?

141
APPENDIX III Reliability Statistics Cronbach’s Alpha

Case Processing Summary

N %
Cases Valid 24 100.0
Excludeda 0 .0
Total 24 100.0
a. Listwise deletion based on all variables in the
procedure.

Reliability Statistics

Cronbach's Alpha N of Items

.946 38

142
 AIMS Environmental Science, 2(4): 950-969.
DOI: 10.3934/environsci.2015.4.950
Received date 26 May 2015,
Accepted date 26 November 2015,
Published date 10 December 2015
http://www.aimspress.com/

Review
Biophilic architecture: a review of the rationale and outcomes
Jana Söderlund and Peter Newman*

Curtin University Sustainability Policy Institute, Bentley, Australia

* Correspondence: Email: P.Newman@curtin.edu.au; Tel: 61 8 92669030.

Abstract: Contemporary cities have high stress levels, mental health issues, high crime levels and ill
health, while the built environment shows increasing problems with urban heat island effects and air
and water pollution. Emerging from these concerns is a new set of design principles and practices
where nature needs to play a bigger part called “biophilic architecture.” This design approach asserts
that humans have an innate connection with nature that can assist to make buildings and cities more
effective human abodes. This paper examines the evidence for this innate human psychological and
physiological link to nature and then assesses the emerging research supporting the multiple social,
environmental and economic benefits of biophilic architecture.

Keywords: biophilia; biophilic design; urban heat island; stress reduction; productivity; air quality;
cities; green roofs; living walls

1. Introduction

Biophilic architecture is based on the assertion that humans have an innate connection with nature
that should be expressed in their daily lives, especially in cities. This has not been a strong feature of
architectural principles (even though there has been a long tradition of landscape architecture), yet
potentially offers great rewards if the assertion is true. This paper reviews the psychological and
physiological evidence that explains the human-nature connection. If the innate connection is real, then
there should be evidence whenever biophilic architecture is practiced for significant social,
environmental, and economic benefits. Although it will use some of the evidence for how landscaping
between buildings impacts on the human connection with nature, this paper will emphasize how the
new biophilic architecture associated with landscaping buildings using green roofs, green walls, indoor
plants, and features such as fractal patterns in materials, is creating new human nature connections.
The literature supporting the benefits of such architecture will then be reviewed. The goal is to establish
a scientific basis for biophilic design using the human, natural, economic, and social sciences.
 951

2. Background—the emergence of biophilic design

Biophilia was a term first brought to life by the psychoanalyst Fromm in his exploration of the
“Essence of Man”, that which defines humanity [1]. He saw that humans’ awareness of their
“beingness,” their mortality, separates them from nature, instilling a deep anxiety and conflict. In the
quest to overcome this anxiety two paths can be taken, a regressive path of narcissm, incestuous
symbiosis, violence and necrophilia or a progressive path of altruism, freedom, and biophilia.
“Biophilia” was defined as a love of life and living processes [1].
The concept of the biophilic human being was then examined and popularized in 1984 by the
sociobiologist, Wilson in his book Biophilia. Wilson defined biophilia as “the innate tendency to focus
on life and lifelike processes” [2]. He utilized the term “biophilia” to describe his deep feelings of
connection to nature during a period of exploration and immersion in the natural world. Wilson’s
unique insight was that this biophilic propensity developed as part of evolutionary survival and, thus,
encompasses certain characteristics that remain with humans even in modern cities. He posited that a
love of life is an innate human tendency and to “explore and affiliate with life is a deep and complicated
process in mental development” [2].
Scholars from diverse fields collected together a decade later to collaborate their thinking and
debate the concepts presented by Wilson. From this assemblage of intellectuals, emerged the book The
Biophilia Hypothesis. Together, Wilson and a fellow ecologist, Kellert, hypothesized that nourishment
of this innate love and connection to nature is essential for modern urban human wellbeing, going far
beyond a basic provision of sustenance. They suggested that humans are biologically designed to
respond positively to contact with nature, and, as Fromm first postulated, this affiliation can assist in
humans’ intellectual, emotional, and spiritual fulfilment [3].
In 2006, a conference at Rhode Island in the US drew together interested participants from
academia, industry, government, finance, and civil areas to further discuss The Biophilia Hypothesis.
The focus was on practical implementation of the benefits of biophilia into urban design and
architecture. From this conference emerged another book Biophilic Design: The Theory, Science, and
Practice of Bringing Buildings to Life [4], which established cross-disciplinary foundations for a
biophilic design approach to the built environment.

3. Current urbanity

A core theme from the biophilic design literature is that humanity has lost something in its
approach to building design in modern times [5]. Human affiliation with nature is seen to be
historically reflected in organic building designs and materials, in patterning and spaces that mimic
those of nature, and in traditional living with close, but respectful proximity, to the natural
environment. Greening of roofs and walls was common place in traditional architecture, providing
insulation, food, and aesthetics. However, modern architecture has lost this scope. Advancements in
industry and technology not only provided the means to mechanize and sterilize buildings and design,
but also the ability to influence humans’ psychological attitude to nature. Salingaros and Madsen
proposed the following three “conceptions of human beings”:

1. The Abstract Human Being—humans are regarded as a component in a mechanical world;

2. The Biological Entity—the human being is an organism made of sensors that interact with
its environment; and
3. The Spiritual Being—humans are something more than a biological neural system,
connected to the universe in ways that other animals are not [6].

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They suggested that the contemporary, mechanistic, and sterile urban world has fostered an
increase in the abstract human being, of people living without direct connection to nature. They live
as “an inert passenger in a fundamentally sterile and non-interactive world” [6].
Societies have been able to transcend the need to accommodate direct connections with nature,
modifying the environment to perceptually suit human needs, whilst encouraging a separation and
disconnect from the natural world [7,8]. Modernist designs encouraged a fear of nature (due mostly to
waterborne diseases and parasites) that led to very sterile urban environments [9]. The contention is,
therefore, made by biophilic design writers that contemporary cities are places not designed for mental
health and wellbeing. What biophilic designers see as the missing evolutionary element in modern
cities is the need to re-establish an innate connection to nature in everyday life. As Beatley stated “we
need a daily dose of nature,” which means nature must be integrated into all parts of our buildings, not
separating people in buildings from people in nature [10]. As biological beings, humans have not
adapted physiologically, emotionally, or psychologically to the current sterile urban technological
cities. This “mis-match,” where the environment that humans occupy is so removed from the one in
which humans have evolved, could be the disjuncture that has led to much of modern stress and mental
health issues [11,12]. The evidence for such associations will be assessed below, but first the kind of
design approaches suggested to enable nature to be better incorporated into cities will be outlined.

4. Biophilic design attributes

The ability of architectural design to influence individuals’ physiological and psychological states
is an extension of the biophilic connection to nature. Expression of this connection through biophilic
design in architecture has occurred throughout history, not always consciously, or even acknowledged,
conveying a subjectiveness that testifies to its inherent quality in humans. Nature can be mimicked by
using the patterning, forms, materials, symbols and spaces that represent nature and evoke similar
responses. Alexander recognized this in his seminal book Pattern Language, although not using the
term biophilia, he expressed similar insights: “Many of the patterns here are archetypal—so deep, so
deeply rooted in the nature of things, that it seems likely that they will be a part of human nature, and
human action, as much in 500 years as they are today” [13].
As with biophilic design theory, Alexander believed that the pattern language of the nature of
things in the environment “can make people feel alive and human”[13]. When people cannot surround
themselves with nature, then architecture and landscapes that contain some archetypal natural elements
have found expression in urban design. Similar to Wilson [2] , Appleton considered that human’s
aesthetic reactions to landscape and architecture “are in part inborn” and, therefore, people cannot stray
too far from the natural patterning before destroying their “aesthetic experience” [14]. He posited that
humans must seek to recreate something of the primitive connection with nature to maintain an
experience of wellbeing. The prospect-refuge theory conceived by Appleton suggests that individuals
feel good when safe in a place of refuge, a feeling enhanced when they have a window overlooking
life and the happenings around them. This reflects the innate protective need to survey for hazards
from a place of safety [14]. Either refuge or prospect on their own can still contribute to a sense of
wellbeing, but Appleton suggested that the two together are most appealing.
Wilson [2] also considered prospect (vantage points) and refuge attributes that contribute to
positive human feelings. In addition, he theorized that humans’ evolutionary beginnings in the African
savannah similarly led to a positive psychological response to environments with shade trees, waving
grasses, and far vistas. This is now commonly known as the “savannah effect” and is demonstrated in
a design example by Lloyd Wright with his iconic Johnson-Wax building.

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Proponents of biophilic design have elaborated these design concepts, finding validity through
experience, intuitive knowing, and historical examples [15-17]. Contributors to the book, Biophilic
Design: The Theory, Science, and Practice of Bringing Buildings to Life, recognized the need to define
the dimensions of biophilic architecture as the beginning of a toolkit for architects and developers [4].
Heerwagen and Gregory [15] categorized seven major attributes, whereas Kellert [5] listed six
elements with seventy design attributes.
Ryan et al. [19] refined these elements of biophilic design with supportive qualitative and
quantitative research in both the physiological and the psychological. Browning [18] recognized that
previous design attribute lists were unwieldy and potentially confronting for designers, consolidated
the design attributes to the following fourteen patterns within three categories (Table 1).

Table 1. Patterns of biophilic design.

Nature in the space: incorporation of
plants, water, and animals into the
built environment, especially with
movement
1. Visual connection with nature—
plants inside and out, green roofs, and
living walls, water, nature artwork
2. Non-visual connection with
nature—sun patches, textured
materials, bird sounds, weather, nature
scents
3. Non-rhythmic sensory stimuli—
clouds, shadows, nature sounds, water
reflections
4 Access to thermal and airflow
variability—shade, radiant heat,
seasonal vegetation
5. Presence of water—rivers,
fountains, water walls, ponds,
daylighted streams
6. Dynamic and diffuse light—light
from different angles, ambient diffuse
lighting, circadian lighting
7. Connection with natural systems—
seasonal patterning, wildlife habitats,
diurnal patterns
Natural analogues: one degree of
separation away from true nature;
patterns and materials that evoke
nature
8. Biomorphic forms and patterns—
organic building forms, structural
systems (savannah effect)
9. Material connection with nature—
organic building forms, structural
systems (savannah effect)
10. Complexity and order—fractal
patterns, sky lines, plant selection, and
variety, material textures, and colors
Nature of the space: the way humans
respond psychologically and
physiologically to different spatial
configurations
11. Prospect—views, balconies, 6 m
and above focal lengths, open floor
plans
12. Refuge—protected spaces,
overhead canopies or lowered
ceilings, places providing
concealment
13. Mystery—winding paths,
obscured features, flowing forms
14. Risk/peril—floor to ceiling
windows, water walks, high walkways
(Adapted from Ryan et al. [19])

Kellert [20] recently revised and simplified his seventy design attributes. Twenty-four design
attributes were headed by three categories of experience similar to Ryan et al.: direct experience of
nature, indirect experience of nature, and experience of space and place.
Biophilic architecture is emerging as a new design theory around better contact with nature within
and on buildings. But does the biophilic urbanism literature generate confidence that there is evidence
to support the need for this design approach?

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5. Evidence for the human psychology and physiology rationale

In the last 30–40 years, advancements in human psychology and physiology have begun to test
whether there is an innate human relationship with nature that is the fundamental rationale for biophilic
urbanism. The biochemical underpinnings of human psychological and physiological responses was a
little examined area until the work of neuroscientist Pert and her colleagues. Pert’s discovery in 1972
of humans’ opiod receptors [21] and the subsequent discovery of the natural opiate of enkephalin
(endorphin) by Hughes and Kosterlitz (as published by Pert [22]), pioneered the ability to test for
feelings of pleasure and wellbeing. In this way, the link between psychological wellbeing and
physiological responses became established.
In 1979, Ulrich began investigating links between psychological wellbeing and physiological
responses when individuals are exposed to nature or even views of nature. Psychological testing of
responses to projected slides revealed that stressed individuals feel considerably better when exposed
to views of nature [23]. In 1984, Ulrich decided to test this response with hospital patients’ analgesic
usage and recovery times with and without a view of nature. Recovery times were faster for the patients
with a view of nature, along with less need for pain relief [24].
Kaplan and Kaplan were also researching the potential benefits of the human relationship with
nature, and in 1989 presented a psychological perspective of experiencing nature. They built on the
1892 work of James, who identified two types of attention: voluntary and involuntary. Involuntary
attention is what we give to things that “catch our eye”, often moving, patterned, bright, and
stimulating. Voluntary attention is where a focus is held, blocking out unwanted stimuli (it can be
exhausting). Aggressive, irritable, and antisocial behavior plus slow responses can result from directed
attention fatigue. Restoration is important and involves involuntary attention. Kaplan and Kaplan
suggested that exposure to nature, over a range of environmental choices can fulfil the criteria for
directed or voluntary attention restoration [25].
In 1991, Ulrich employed electrocardiograms (EKG) and measured pulse rates, frontal muscle
tension and skin conductance plus self-ratings of emotional states to further investigate the
physiological relationship with nature. Both physiological and verbal results indicated that recovery
from stress was faster in a natural setting than an urban one. The physiological results also suggested
an involvement of the parasympathetic nervous system [26]. Ulrich proposed a psycho-evolutionary
theory that nature restores through increasing positive feelings, positive physiological responses, and
sustained involuntary attention [26]. Ulrich’s stress reduction theory was perceived to contradict
Kaplans’ restorative theory, which suggests that peoples’ directed attention relaxes in nature due to an
involuntary (fascination) attention and is, thus, restorative. Kaplan’s investigation of this apparent
dichotomy led to an integrative understanding that deepened the theoretical exploration of the human-
nature connection and formed the attention restoration theory [27].
Since Pert’s early work, other physiological markers of psychological feelings and moods have
been established, enabling quantifiable physiological analysis. Cortisol and cortisone are hormones
released when the body is stressed. Cortisol is now widely used as a stress marker. Blood pressure,
heart rate, skin moisture conductivity all increase when individuals are anxious or stressed. Studies
have emerged from Japan on the effects of the traditional Shinrin-yoku, or forest bathing. These and
other research have shown that exposure to nature reduces heart rate variability and pulse rates,
decreases blood pressure, lowers cortisol, and increases parasympathetic nervous system activity,
whilst decreasing sympathetic nervous system activity [28-33]. These responses contribute to
improved cognitive functioning, working memory, and learning rates. Forest walking has also revealed
that levels of the hormone DHEA tend to increase [28].

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Both Kaplans’ and Ulrich’s theories have been put to the test in the years since they were first
proposed, either directly or by studies revealing supporting results. Berto [34] undertook three
experiments involving 32 participants, and concluded that restorative environments and experiences
that involve nature do greatly support mental fatigue recovery. She suggested that in a “world
overflowing with information,” mental fatigue is endemic and much could be done, especially in
institutions, to help cognitive wellbeing [34]. Following the increasing interest in Kaplan’s restoration
theory, Ivarsson and Hagerhall [35] also began investigations into the restoration values between
differing forms of natural environments amongst built environments, such as gardens. The varying
results between gardens suggested that greater understanding of the form of the natural environment,
and its potential to be restorative, was needed [35]. Hartig et al. [36] supported the theoretical evidence
for restorative environments. They discuss the relationship between restorative environmental design
and biophilic design, suggesting that restorative design encompasses more than biophilic design by
taking into account low-impact technologies, people’s activity cycles, and varying needs for
restoration plus the impact of cultural experience on peoples’ receptivity to biophilic influences.
Salingaros and Masden suggest that “environments devoid of neurologically nourishing
information mimic signs of human pathology. Drab minimalist surfaces reproduce symptoms of
strokes and macular degeneration, for example” [6]. Environments that are devoid of any
representation of nature can not only make people psychologically unwell and regressive in their
behavior, but people can also display physical symptoms and responses. A recent study that examined
human responses to design stimuli, concluded that the primal flight or fight response is increased when
individuals are exposed to hard edged architecture rather than curving contours [37]. They also
suggested that this response is heightened when a person is already in a stressful environment, such as
a hospital [37].
Increasing greenery in housing estates resulted in less violence and aggression, less crime, and
better interpersonal relationships [38]. Further research by Kuo also suggested that greener
environments in poorer public housing estates reduces mental fatigue and assists “residents’
psychological resources for coping with poverty” [39]. Studies by Guègan and Stefan observed that
short immersions in nature elicited a more positive mood and a greater desire to help others [40].
Berman et al. [33] investigated the interaction with nature on direct attention restoration and
improved cognitive functioning by comparing urban and natural environments. Their results further
validated Kaplan’s restoration theory, and showed that even viewing pictures of nature can improve
cognitive functioning, mood, and working memory [33]. Raanaas et al. [41] conducted controlled
laboratory experiments on attention restoration with and without plants. Although only four pot plants
were utilized there were improvements in performance in the room with plants than the room without
plants [41]. Their results suggest that exposure to nature could be a valid supplement to treating
depression and other disorders, with improvements to mood and memory span [29,32].
Park and Mattson [42] suggested that, with further supporting evidence, plants should be used in
hospitals as a supplementary healing mode. Their research had confirmed Ulrich’s early studies on the
positive effects that nature has on a patients’ recovery period and analgesic need. Park and Mattson
found that indoor plants “enhance patients’ physiological responses, with lower ratings of pain, anxiety
and fatigue, and more positive feelings and higher satisfaction with their hospital rooms” [42]. A study
in Michigan revealed a 24% less frequency of healthcare visits for prison residents with views of
nature [43]. Measurements of elderly women exposed to a green rooftop forest on a hospital showed
that they were more physiologically relaxed and restored [30].
Research of the physiological and psychological responses of office workers to a vase of roses
by Ikei et al. [44] has demonstrated the use of both psychological and physiological markers. Heart

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rate variability, pulse rate, and subjective responses, evaluated through a Profile of Moods (POMS)
questionnaire, were measured. Heart rate variability is a physiological indicator of the human
nervous system and, thus, can be used to reflect parasympathetic and sympathetic nervous system
activity [28,30,31]. The study showed that by simply viewing roses, parasympathetic nervous system
activity increases, indicating lower stress and a greater sense of wellbeing [44].
A Finnish study investigated the psychological effects (restorativeness, vitality, mood, and
creativity) and the physiological effects of short term immersion in nature [32]. The physiological
response was measured using salivary cortisol as an indicator of stress. Results suggested that even short-
term exposure to nature had positive effects on stress compared to the urban built environment [32].
Nieuwenhuis et al. [45], noticing two opposing trends in offices, conducted studies of the comparison:
lean versus green. They concluded that lean is “meaner than green,” not only because it was less
pleasing to the workers, but also because organizational output and productivity was significantly less
in the lean offices [45].
It is not just direct exposure to greenery that has positive human responses. Research by Ivarsson
and Hagerhall [35] suggested that there may be different human responses to different natural forms.
People respond both psychologically and physiologically to natural patterning and the spaces of nature.
Prime amongst these are the fractal patterns of nature (self-replicating patterns that occur at
increasingly smaller magnification are found throughout nature), especially those with “high
randomness and mid to low fractal dimension.” Research suggests that these patterns relax and de-
stress people [46,47]. Viewing nature, especially the richer patterns, is literally pleasurable due to the
stimulation of the mu-opioid receptors in the human brain and greater endomorphin release [48].
Although seen throughout architecture and art and intuitively appreciated, it is only recently that
measurement of the psychological and physiological responses to fractal patterns has occurred [49-51].
It was found that certain fractal dimensions trigger more intense physiological responses, with many
of these responses indicative of stress reduction [51]. Taylor suggested how incorporating a rich variety
of fractal patterns into buildings can be useful in situations where “people are deprived of nature’s
fractals” [51]. Varying sounds, colors, and light can produce similar pleasurable physiological
responses, as can movement such as waving grasses, especially when viewed in the eyes’ periphery.
Thus, there is strong evidence for an innate human response to nature. The conclusion to this
section is that psychological and physiological evidence is now emerging to suggest that there is a
scientific basis for biophilic design. If this is the case, then there should be strong economic,
environmental, and social outcomes associated with such design. The next section seeks to find and
present this evidence.

6. Socio-psychological benefits

From the research already reviewed a list of socio-psychological benefits can be compiled:
x Improved mental health [23,26,29,32];
x Reduced stress [28-33,44,46,51];
x Attention restoration [27,34,35,41];
x Increased wellbeing [28,29,32-44,46];
x Decreased violence and crime [38];
x Faster healing rates in hospitals [24,42,43]; and
x Greater altruistic behavior [40].
Such benefits are not isolated; but interact with all aspects of human settlements. The evidence will be
assessed for the environmental and economic benefits that flow from a better connection between

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humans and nature in architectural design.

7. The environmental benefits

Decreased biodiversity, urban heat island (UHI) effects and pollution have become current and
urgent environmental issues that challenge the resilience of cities. Kellert, Heerwagen and others in
the biophilic design movement from the 2006 conference and beyond, recognized the potential
environmental benefits of restoring and enhancing nature in architectural design. These emergent
biophilic design advocates primarily focused on the human-nature connection though they
acknowledged the possible benefits, not only with the human-nature relationship, but also
environmentally that a shift towards a design approach that integrates nature into cities could bring.
Following this time, the biophilic design movement, especially with Beatley [10] and his research
group [52], have emphasized environmental restoration and regeneration.
In the last decade, research on the environmental benefits of biophilic architecture has focused on
the benefits of direct greenery, predominantly on roofs. Green roofs have a historical place in urban
design with the early sod roofs of European architecture, but have now developed new engineering
techniques to enable green roofs to become a major architectural feature of innovative buildings [53].
For instance, in Toronto, Canada, a relatively recent bylaw (since 2009), requires the installation of
green roofs. Vertical greenery has also progressed from vine-covered facades to vertical living walls
since the aesthetic designs and constructions of innovative French botanist Blanc [10,54]. As a result,
a range of environmental benefits have been evaluated, including improvements to water, air,
biodiversity, and heat.

7.1. Water management

The global expansion of urbanized, paved, and concreted regions has contributed to stormwater
runoff being a significant management problem in many cities [55-57]. The ability of vegetation,
including the growing medium, to uptake and absorb water is proving to be a successful strategy to
manage runoff and associated waterway pollution [58,59]. Quantifying research of the efficacy of this
is consistently showing that significant reductions of stormwater runoff can be achieved, especially
through the use of green roofs [56-58], and to a lesser extent green walls [60]. Variance in retention
occurs due to climate, seasons, plant type, slope of roof, and substrate depth, but the appropriate
combination can achieve average retention rates of 70% or more [55-57]. Biophilic design in the form
of green roofs and rain gardens are significantly aiding stormwater reduction by utilizing plant uptake
and absorption of rain water. Green roofs are particularly appealing as they potentially utilize
previously unused or underused areas so they do not compete with public space [56]. Vertical green
walls also have the feature of utilizing “unused” facades, having minimal footprint and significantly
adding, through their visibility, to the aesthetics of the urban environment. Aside from reducing
stormwater runoff, they have the potential to reuse water from reclaimed wastewater plus recirculating
any excess drainage water for the vertical wall [61].

7.1.1. Water pollution

Gravity encourages water to flow down a living wall and through the plant’s growing medium
and, depending on the living wall system, can act as a biofilter for the water used. The large vertical
root zone typical of a living wall can also efficiently purify water through the phytoremediation
processes of phytofiltration and rhizofiltration [61]. In many US cities, stormwater management is a

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significant issue. This is due to heavy rainfalls along with urban hard surfaces that collect impurities.
A substantial contributor to water pollution in the US are the combined sewer systems (CSSs) that
are commonplace in the Northeast, Great Lakes, and Pacific Northwest areas and as urban
stormwater runoff increases so does the problem. Combined sewer systems originated in Hamburg,
Germany, and were first implemented in the US in Chicago and Brooklyn, with their adoption
continuing through the perception of their cost effectiveness [62]. In these systems, a single conduit
carries both stormwater and household sewage and wastewater. Heavy rain events are resulting in
more frequent combined sewage overflows (CSO), carrying both household pollutants and surface
pollutants into waterways [63,64]. The US government has introduced regulations and policies to
mitigate waterway pollution through control of stormwater runoff [62]. Washington’s Clean River Act
is an example of the outcome of one of these policies, an initiative that has catalyzed the introduction
of green roofs throughout the city [65].
Research on the effectiveness of green roofs in lessening pollutants in runoff varies in results.
While, overall, the research suggests that green roofs can help mitigate water pollution [58,63], there
are difficulties quantifying the results due to variance in substrates, plant selection, roof age, and
weather events [63,66]. However, there is little doubt that reducing or slowing water runoff through
biophilic initiatives, such as green roofs and green walls, does reduce the overall amount of pollutants
entering waterways [58].

7.2. Air pollution

7.2.1. Carbon reduction

With high concern about climate change the sequestration of carbon from the atmosphere has
received attention. Plant photosynthesis in cities is able to assist in airborne carbon reduction as
long as carbon sequestration in roots and stems is able to last long enough to meet recommended
standards [67-69]. Carbon can also make its way into the soil from the plant when the plant dies or
goes dormant. A deepening of the understanding of this process has led to terrestrial sequestration
being examined as a potential aid in atmospheric carbon reduction through managed land practices
that impede the stored carbon from being exposed to oxygen and re-entering the atmosphere [70]. It is
possible to use the same principles in biophilic design initiatives, especially with green rooftops and
living walls [68,69,71-73]. Carbon sequestration by urban street trees can be significant in reducing a
city’s CO2 level, with each 50 m2 crown of trees sequestering 4.5–11 kg of carbon [67]; thus, it is likely
that biophilic architecture can also demonstrate carbon sequestration, although large scale
demonstrations are still required.

7.2.2. Phytoremediation

Phytoremediation refers to the use of plants and associated soil microbes to reduce the
concentrations or toxic effects of contaminants in the environment; it is the ability of plants to “clean”
or remediate the surrounding air, soil or water [68,69,71,74]. Pollutants, such as O3, NOx, SO2, NH3,
HNO3, CO and particulates, can be remediated by urban vegetation [68,75]. Vegetation planted on
streets between highrises (street canyons) can reduce particulate matter by as much as 60% and
nitrogen dioxide by 40% [74]. Particulate matter adhering to leaf surfaces is absorbed into the plant, or
at least diluted, when it is released. In the root area, contaminants are broken down due to interactions
between plants and the soil. In the plant tissue, compounds are chemically transformed [71,73].
Phytoremediation involves different mechanisms and different processes, so particular plants are suited

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more than others for particular pollutants [71,73]. Although few studies have yet appeared, this well-
known science would suggest that mechanical filtration and phytoremediation could enable gray water
to be used to irrigate green roofs and living walls in hot areas with little water and substantial reduction
of pollutants [71].
Ongoing research conducted at the National Aeronautics and Space Administration (NASA) on
the potential of plants to assist air purification in closed systems has evolved from a focus on air quality
in space stations and closed-system buildings, with particular attention to the removal of formaldehyde
and other volatile compounds [76]. Wolverton et al. [76] concluded that plants, particularly the spider
plant, were effective in pollutant removal. Studies conducted in a primary school that monitored
temperature, CO2, CO, VOCs, carbonyls, and particulate matter with and without plants corroborated
NASA’s findings [77]. NASA’s research also revealed that the soil, particularly if it contained
activated carbon, played an important part in the absorption of pollutants, storing them until the plants
are able to utilize the pollutants for food [76,78]. The US Environmental Protection Agency’s chief of
Indoor Air critiqued NASA’s research, however, arguing that it would take 680 plants in a typical
house to achieve the same results as the tests.
The University of Guelph in Ontario, Canada furthered NASA’s research in conjunction with
Canadian and European Space Agencies. They also concluded that it was the soil microbes which
removed indoor air pollution. Living walls provide the solution. They can support a large number and
variety of plants, thus also a variety of microbes, and be hydroponic and thereby supporting beneficial
microbes. Combined with fans circulating air through the wall of plants, an effective indoor biofilter
is created. The University of Guelph’s Controlled Environment Systems Research Facility designed
their first one in 2001, installing the first wall at the University in 2004. Toronto now has a number of
indoor biofilter living walls and the number is growing. With successful outcomes and responses,
architects are discovering that developers are cost cutting in other areas to pay for the installation of a
biofilter green wall. These indoor green walls complement the green roofs now required to be installed
on applicable developments since the passing of the 2009 by-law.

7.3. Biodiversity

With declining biodiversity, increasing habitat in cities through increased urban vegetation is
receiving focus in many countries. Biodiversity loss is a worsening global issue, galvanizing agreements
by governments at the United Nations 2012 conference on biodiversity to increase commitment and
spending to halt the rate of the loss [79]. With increasing urbanization the importance of biodiversity
conservation in cities increases [80]. Green roofs and green walls, with the appropriate plant species
selection, have the potential to mitigate “the loss of ecosystem services in urban areas” [81,82]. Cities in
Switzerland, particularly Basel, have been studying the progression of biodiversity associated with
their green roofs with encouraging results, resulting in mandatory green roofs on new flat-roofed
buildings [83], similar to Toronto. Some bird species are beginning to colonize Swiss green roofs [84].
In a study of 115 “wild colonised” green roofs in northern French cities, 86% of the colonies were
found to be native plants [85]. This suggests that, once established, biophilic architectural features
could act as important sites for biodiversity colonization from the surrounding bioregion.
Singapore’s KTP hospital incorporated greenery and biophilic design throughout the hospital in
the hope that this initiative would encourage butterflies back. A goal of 100 butterfly species was set.
After three years, 102 species were sighted at the hospital, indicating that the goal had been reached [86].
Newman [86] in his assessment of Singapore’s biophilic urbanism suggests that the value of high
density cities for biodiversity is the high labor and much greater variety in the structure of habitats

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(especially vertical sites, i.e. forests in highrise areas).There is much more scientific work to be done
in designing and evaluating biophilic architecture for its biodiversity, but the early signs are
encouraging and a whole new set of ecological techniques could be emerging.

7.4. Urban heat island effect reduction and reduced energy consumption

With increasing urbanization, urban vegetation is being replaced by low albedo surfaces, such as
concrete and asphalt, which alongside less evapotranspiration leads to a phenomenon known as the
UHI effect [87]. The appropriate use of vegetation in the built environment can adjust the urban
microclimate and improve thermal behavior of building envelopes [88].
Akbari [67] reported that a 25% reduction in net heating and cooling energy use can be achieved
in urban areas by planting street trees. For example, 16 shade trees saved 30% energy cooling [68].
These results suggest that biophilic architecture could have a similar impact.
Studies done with models suggest that vegetated facades can reduce the UHI effect around 2 ºC,
improve air quality, thermal comfort, and human health, with savings in electricity consumption of 5–
10% [89,90]. Shading heat-absorbing surfaces with vegetation may reduce daily temperature
fluctuations by 50%, while evapotranspiration can convert large amounts of solar radiation [87].
Vegetated facades also reduce interior temperatures and delay solar heat transfer, leading to reductions
in energy consumption used in air conditioning [91].
Green roofs are capable of reducing the use of energy for cooling and heating [90]. French studies
concluded that a green roof reduced summer indoor air temperatures by 2 ºC, with the annual energy
demand reduced by 6% [92]. Hong Kong research revealed a maximum temperature decrease of 8.4
ºC if both green walls and green roofs are used to create a green urban canyon. City-wide this could
reduce energy needed to cool buildings by between 32 and 100% [93]. Sproul et al. [94] examined the
economics of green, white, and black roofs. They concluded that either white or green were far more
beneficial and, therefore, economical than black. Biophilic green roofs save in energy costs through
insulating effects and evapotranspiration, but contribute less to cooling than white roofs.

8. The economic benefits

Figure 1 summarizes the core argument and flow of the paper that the innate human-nature
connection should show in direct measurements of human and nature interactions, it should also show
in how cities work in environmental measurements, and that together these two should lead to
economic improvements. Socio-psychological and environmental benefits are likely to combine to
contribute to significant economic benefits, as set out in Figure 1. Research has provided some
quantifiable data that has enabled the economic case to be made, yet the research has tended to focus
on the economics of either an individual benefit or a few connected benefits. The article by Browning
et al. [95], although still in grey literature, specifically focuses on making the economic case for
biophilic initiatives, but restricts itself to the social benefits in workplaces, health facilities, retail,
schools, property value, and crime reduction. With biophilia originating in the human-nature
connection, this is justifiable, and Browning et al. supported this further by pointing out that “today
productivity costs are 112 times greater than energy costs in the workplace,” and that by daylighting
schemes in offices can “save over $2000 per employee per year in office costs” p.3 [95]. The economic
gains to be made from environmental benefits such as reduced energy costs, extended building life,
and decreased water management costs are apparent. Extrapolating the quantitative figures to support
this is particular to location and local costs, but nevertheless presents an area of research needing
further attention.

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The evidence for economic benefits from biophilic design are set out to include better workplace
productivity, improved health and healing, increased retail potential, decreased crime and violence,
increased property values and employee attraction, and increased liveability in dense areas.

Figure 1. Biophilic architectural benefit flow.

8.1. Increased worker productivity

With productive salaries and benefits, absenteeism and presenteeism (being at a work station but
mentally removed) contributing to more than 90% of a company’s operating costs, worker
performance and the workplace environment is receiving increasing attention as the productivity gains
associated with high quality interior environments is supported by mounting research [96].
Thermal comfort and daylighting work environments have both been increasingly linked to
productivity [97]. Workers with greater control over their internal environment, with both air-
conditioning and natural ventilation, have been found to have increased productivity, less illness, and
less absenteeism [96]. The Herman-Miller research project utilized an existing worker population with
known productivity, who were being moved from their old windowless factory with no skylights to a
newly designed building with extensive daylighting, internal skylights and plants, and operable
windows. With the night time shift, there was no gain in productivity, while the daytime shift, who
enjoyed the benefit of seeing outside, had significant gains. The swing shift had mixed results that
were found to be seasonal. In summer, productivity was increased. The workers felt more positive
about coming to work, and job satisfaction increased [95,96].
Studies on the effects of lighting on productivity and wellbeing have been undertaken by
Heschong and the California Energy Commission. Schools, shops, and offices have been involved in
the studies [98]. In one of the studies in a call center, researchers revealed that workers with window
views handled calls 6–7% faster than those without views. Spending $1000 per worker to angle desks
so a natural view was available, plus providing operable windows, achieved annual productivity
savings of $2990 per employee delivering a payback period of four months [95].

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Furthermore, a study conducted by the University of Oregon found that employees with views of
nature took less sick days [95]. Browning et al. [95] concluded that productivity, health, worker
wellbeing with decreased absenteeism, and presenteeism were significantly affected by light, air
quality and variance, indoor plants, and dynamic views of nature. Heerwagen [96] agreed suggesting
that a growing body of evidence supports that the presence of positive, up-lifting features can promote
greater wellbeing and increased tolerance to other stresses. These features include “daylight, sun
patches, window views, contact with nature, and overall spatial design” [96]. Contact with nature and
window views of nature can be both psychologically and physiologically beneficial, reducing stress
and enhancing wellbeing [26,27,99]. Stress reduction in the workplace is not only beneficial to the
organization’s productivity, but also to worker health. Viewing nature also restores attention, as
expounded by Kaplan’s attention restoration theory [27]. With focused office and computer work
particularly, attentional fatigue results so a view of nature, especially dynamic views, renews attention,
restores cognitive functioning and increases productivity and sense of wellbeing in the workplace. For
instance, increases in productivity through biophilic workplace environments have the potential to
contribute $470 million towards economic benefits in New York City [95].

8.2. Health and healing

Quality workplace conditions, not only increase productivity, but can also reduce absenteeism and
healthcare costs by increasing employee wellbeing [96,100]. Direct healthcare cost benefits can be
calculated utilizing research regarding healing rates, anesthesia usage, and psychological benefits gained
from the incorporation of biophilic design in healthcare facilities. Ulrich’s research from 1984 [24] that
revealed increasing healing rates in hospitals with views of nature, has been corroborated by ongoing
research. Increased daylight in patients’ room can reduce depression and pain [101,102]. This can lead
to shorter hospital stays, from 2.6 to 3.67 days, particularly with patients suffering from bipolar
disorder or depression [101,103].
As well as daylight, views of nature, pictures of nature, and hospital healing gardens, all have the
ability to reduce the need for anesthesia, increase the satisfaction of the hospital stay with both patients’
and their families, reduce stress, and improve clinical outcomes [30,42,104]. Browning et al. [95] have
incorporated these studies with statistics of hospital and medication costs in the US to conclude that
by reducing the average length of a hospital stay by 0.41 days with daylighting and views of nature
would result in $93 million in reduced hospital costs [95].

8.3. Increased retail potential

A consumer study of varying biophilic initiatives in store design and retail streets ranging from
streets with no visible vegetation, streets with scattered vegetation, to streets with a high level of street
trees that even obscured shopfronts, revealed that the more vegetated streets attracted a greater number
of shoppers who were prepared to spend up to 25% more and travel further [105]. Joye et al. [106]
introduced the concept of biophilic store design in a 2010 research article. They hoped that the paper
would reinforce the awareness of the beneficial effects of vegetation for retail stakeholders and affirm
that commercial practices, greater profits, and greenery are “mutually reinforcing practises” [106]. A
later study, which explored the consumer impact of in-store greenery, discovered that shoppers were
less stressed and enjoyed more feelings of pleasure [107]. The same study also suggested that shop
employees responded to in-store greenery with less stress, more positive moods, and improved
customer service and job satisfaction [107]. In 1995, a Wall Street Journal article reported that
Walmart, after adding skylights to one of their stores, found that sales in the sky lit part had

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significantly risen. Erwine and Heschong [97] on behalf of their energy consulting firm, decided to
investigate this further utilizing a different chain store with surprising results. With 99% statistical
certainty they analyzed that skylighting one of the chain’s stores would result in a 40% sales increase,
± 7% [97].

8.4. Decreased violence and crime

There are many studies of crime and the causes of violence, but few have yet included biophilic
design parameters in their analysis. In 2001, Kuo and Sullivan [38] undertook a 2-year study of crime
rates in Chicago public housing with and without greenery, finding a 52% reduction in felonies.
Browning et al. [95] calculated that this would save $162,000 per year for the Illinois Department of
Corrections. Biophilic landscapes could save New York City $1.7 billion through crime reduction [95].
More research is needed in this area.

8.5. Increased property value and employee attraction

It can be anticipated that biophilic design features will increase the value of properties and also
attract higher staff attraction and retention rates. Some research is now showing this. Specifically,
Eichholtz et al. found that buildings with a “green rating” attracted higher rental prices, 3%/ft2 or 7%
in effective rents, selling at prices 16% higher [108]. Green buildings, however, may or may not
incorporate biophilic features to attain their rating. Studies such as Benson et al. [109] on real estate
prices, have concluded that people are willing to pay more for views of nature. It is known that
gentrification tends to occur where there are parks and greenery in dense urban spaces and more
affluent neighborhoods comprise more greenery. This has been recently experienced by property
owners and tenants, for example in the vicinity of the New York Highline vegetated walkway [10].
Coupling this phenomenon with the research on productivity and the workplace environment, it makes
sense that higher rental prices would be valid in biophilic buildings.
Employee turnover is costly and companies are finding building design that contributes to
employee wellbeing is attracting and retaining high-quality workers [96]. Major companies, such as
the Bank of America with a Manhattan office building, utilize views of nature and green buildings to
entice and retain top candidate employees. The Bank of America ensures that 90% of their employees
have river, park, or green roof views [95]. There is much anecdotal evidence for the economic benefit
of biophilic features, but not enough research has been done yet to quantify this.

8.6. Increased livability—enabling higher density and reduced footprint

Perhaps the most significant economic gain from biophilic architecture is for enabling higher
density to be attractive. Denser cities have much lower footprints and enhanced economic productivity
due to reduced costs of sprawl, improved agglomeration economies and greater opportunities for
attracting knowledge economy capital [110]. However, cultural and political barriers to density can
prevent these economic benefits. By introducing biophilic architectural features into dense buildings,
the chances of delivering these economic benefits are greatly increased.

9. Conclusion

The emerging area of biophilic architecture is rapidly growing. This paper finds that there is a
strong human psychological and physiological rationale for an innate human-nature connection. As
well, there is solid environmental evidence for the value in biophilic architecture. Together, these

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factors should combine to suggest significant economic advantages, although the formal evidence for
this is not yet as strongly developed as the socio-pyschological and the environmental evidence.
However, Browning et al. have summarized the expected economic benefits this way: “By assigning
value to a variety of indicators influenced by biophilic design, the business case for biophilia proves
that disregarding humans’ inclination towards nature is simultaneously denying potential for positive
financial growth.” [95].
There is a lot more research needed to quantify all these benefits, especially the economic
benefits; but, the presence of a fundamental theoretical foundation in improving the human-nature
connection in daily urban life is likely to achieve multiple benefits in how people live and how cities
can, therefore, be managed better. The scale of how much connection to nature is needed in cities, and
what different kinds of biophilic architecture produce in their human, environmental, and economic
outcomes, is yet to be shown. Nevertheless, the research does suggest that developers, designers,
planners, and urban politicians can no longer neglect the value of biophilic architecture.

Conflict of Interest

The authors declare no conflict of interest exists between themselves and the content of this paper.

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© 2015 Peter Newman et al., licensee AIMS Press. This is an open

access article distributed under the terms of the Creative Commons
Attribution License (http://creativecommons.org/licenses/by/4.0)

AIMS Environmental Science Volume 2, Issue 4, 950-969.

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 rd
PLEA2006 - The 23 Conference on Passive and Low Energy Architecture, Geneva, Switzerland, 6-8 September 2006

Biophilic architecture, the concept of healthy

sustainable architecture

Associat prof. Dr. Arch. Amjad Almusaed1 Dr. Ing. Asaad Almssad2 Dr.Adm. Zaki
Khalil Abdushaik3 and Dr. Agro. Salih Khalil4

1
Arkitektskole, Aarhus, Denmark
2
ABETONG AB - Hallstahammar, Sweden
3
Almustansrie university, Baghdad, Iraq
4
Mesopotamia irrigation, Babylon, Iraq
Amjad_almusaed@yahoo.com

ABSTRACT: Today, upon reflecting on the various settings and experiences of our lives, we should be
able to find some fairly close matches between characteristics we like and characteristics that would
have improved our chances of survival. In our course we perceive that the natural contiguous keeps us
healthy and in turn, probably promotes physical performance as well. Occupants of built environments
don’t want simply to work, play, eat, or sleep in a functional building. They want to be inspired,
invigorated, comforted, and reassured by their surroundings. They want spaces that will make them
more appropriate, comfortable. Biophilic architecture offers an exciting opportunity to achieve
environmental, moral, social and economic benefits. Much remains to be understood about energy,
environmental and life-cycle processes to engage young and enthusiastic researchers in the world-wide
greenly architecture community and for those interested in biophilic architecture. The concept of
biophilia deserves a deeper explanation. The hypothesis is that this affiliation leads to positive
responses in terms of human performance and health even emotional states. The new movement aims
to create environmentally friendly, energy-efficient buildings and developments by effectively managing
natural resources.

Keywords: biophilic architecture, Health, ecologic, energy, green building elements

1. INTRODUCTION basically on the category of functions that occur under

The earth is our sustainers, the chain of ecologic
survival. Renew ability is the key to our human range
and our prime resource for architecture. Earth
sheltering earth handling and earth escaping are
more clearly pronounced in the vocabulary of
architectural planning and design. Every site is
definite as to its location, natural relief, local
vegetation, and its macro-microclimate.
One of human body reaction in environment
consists in achievement of the adaptation poise
through the building a protective cover. This
behaviour attitude, observe to man, has one of the
explication in neoteny, foetal nature of species. The
protective cover appear thus a retort of the bio-
psychics internees, understood as orientation to the
shelter state. The measurable environmental
parameters and performance of plant species in the
urban environment and the quantification of the
associated benefits are of primary interest.
Architecture biophilic is a part of a new concept in
architecture, that work intensive with human health,
ecology and sustainability precepts, such a integrate
part of architectural formation which must be in
optimal proportion with other buildings material. [4]
The position of green covering and its area depend
this area. However, the interpretation and final
implementation of biophilic architecture must have a
regional dimension with regard to environment and
culture.
2. ENERGY EFFECTIVENESS ON BIOPHILIC
ARCHITECTURE
2.1 Energy, activity and thermal comfort
The body converts food into energy. The rate at
which this is complete depends largely on the activity
level. The energy, which is released in this
conversion, is dissipated by the body as heat and
used for a small part as external work. The sensation
of comfort depends to a great degree on the
effortlessness. With which the body is able to regulate
the one balance, with on one side energy production
and heat gain, and on the other side heat loss, in
such a way that the internal body temperature is
maintained constant at 37C. The factors affecting this
comfort may be divided into personal variables
(activity and clothing) and environmental variables (air
temperature, mean radiant temperature, air velocity
and air humidity). The second group of variables is
directly depending on technological place and
 rd
PLEA2006 - The 23 Conference on Passive and Low Energy Architecture, Geneva, Switzerland, 6-8 September 2006
building design. Sensitivity to indoor function varies
considerably as a function of an occupant activity
and, as well as other personal factors.
2.2. Indoor energy changes and control
The changes of energy can take place also
between insides interior spaces. Energy cans
changes also by opening of doors. The air change
has been measured to about 5 m³ per opening of
door, and with persons in the habitat architectural
program there is calculated on ca 130 openings
during the day. Other form of energy change is
infiltration in which energy is lost from building in two
ways one is by infiltration and other by conduction. Air
infiltration occurs where there are openings in the
exterior envelope. Differences in air pressure at that
moment allow too much air to simple enter or exit a
building. A very well insulated building possibly will
have infiltration losses of around 38% of the seasonal
heat losses. As a result, by bio-substantially reducing
the infiltration rate, 90% solar heating is without
problems achievable. The problem is that infiltration is
reduced to this level with great difficulty. The 1.5 air
change per hour for standard building are reduced to
about 0, 5 air change per hour by income of good
quality weather stripping around openings and by
caulking building cracks
2.3. Energy in the biophilic design
Energy in the biophilic design must be allocate
throughout regarding of thermal zones by utilized the
energy in diverse architectural functional spaces such
as cascade.
Figure 1: Hierarchy of functional spaces
The first step towards passive biophilic
architecture is to reflect the energy distribution on the
buildings form and volume, wherever the energy
distribute be obliged to correspond the function and
activity in those spaces. That is important to regarding
the thermal level for different architectural spaces.
This form of thermal hierarchy can transform in the
architectural plan. It is better to assemblage the
interior spaces that have the same temperature and
intern contribution. It is better to emplacing essential
functional spaces towards the center of the
architectural plan, and the spaces which have more
high temperature towards the periphery of the
architectural plane.
As a result architects must avoid emplacing of
spaces with a large different of temperature
collectively. He must use in maximum form the
natural convection in a building interior, for
achievement transfer of energy to exterior, this
difference of temperature is necessary for creation
the natural ventilation by airflow. Architects can
benefits of the thermal stratification of the air, through
a placement of more warm spaces in the highness.
Thermal zoning is a vital consideration in recently
designed environmental buildings. On the other hand,
in an existing building the configuration of spaces was
decided by the original architect. One has to adapt to
the existing layout, deciding which spaces are used.
[5] A thermal zone represents an enclosed space in
which the air is free to flow around and whose thermal
conditions are relatively consistent. In most cases,
any architectural space can be closed off with a door
would be a separate zone. Sometimes temperatures
in different parts of large spaces can vary. In these
cases, the space can be divided into a number of
smaller zones with adjoining elements defined as
voids. This way heat is free to flow among the zones,
but their thermal characteristics can be analyzed
individually.
We alike to dissimilar temperature in different
functional spaces in residential building for example,
we like bathrooms to be very warm, living rooms to be
a comfortable temperature, and bedroom to be
modest cooler. Well-organized passive biophilic
architecture recognizes these differences and creates
thermal zones for the different building functional
spaces. Thermal zoning tries to ensure the best
match possible between the distribution of
architectural spaces and the distribution of the
available energy. The thermal zones are;
2.3.1. Functional essential spaces
This zone includes principal function in the
building. The optimal temperature for these zones in
residential spaces for example is between18-
21ºC.The best place for functional essential spaces is
in extremely centre of the building. Radiant heat from
functional auxiliary spaces can penetrate into these
spaces. The next best option is with a south, east,
southeast facing window in buildings from cold and
temperate climate and north east, and northeast in
buildings from hot climate.
2.3.2. Functional auxiliary spaces
This zone includes service spaces. The optimal
temperature for this zone is between 20-23ºC. This
zone is modest warm and can located in the
periphery of the house plane for create of natural
ventilation and to be beside functional essential
spaces for create of radiant heat and
2.3.3. Intermediary spaces
This zone includes storage rooms, buffer spaces,
transit spaces, terraces, basements, etc. The optimal
temperature for this zone is less than 16ºC for
buildings from cold and temperate climate in winter
season, and 28ºC for buildings from hot climate in
summer season.
 rd
PLEA2006 - The 23 Conference on Passive and Low Energy Architecture, Geneva, Switzerland, 6-8 September 2006
Figure 2: The position of functional essential spaces
3. GREEN COMPONENTS IN BIOPHILIC
ARCHITECTURE
3.1 Green building elements
The term of green building elements, as vegetated
or eco-system refers to an external elements covering
that consists of a thin layer of living vegetation on top
of an adapted conventional system. [6] Contemporary
dry green areas are not heavy, difficult to maintain
collections of pots and planters high on top of the city.
Instead, they are lightweight, durable systems that
are not only beautiful but also provide insulation and
help solve vital urban environmental problems.
Vegetation protects the external elements from direct
solar radiation and enhances its thermal performance.
The optimized green buildings elements described in
the following wording, with a green leaf area 5 to 10
times higher as the one of a green park, are a much
more effective and economic means to create better
climatic living conditions in cities.
The green component surrounded by the
architectural composition usually appears in the form
of a green roof and less often in that of a green
façade outside layer. The latter may especially be
found in vernacular architecture. The green
components of architectural elements coating is
typical of old vernacular architecture in rural areas,
although it may also be found within city areas.
Nowadays, plants are rarely used as a finishing
façade stroke. The green roofs or façade coating
does not indicate that we are dealing with a neglected
house as it might seem at a first look. On the
dissimilar, it produces many positive effects in terms
of design, construction, health and ecology. Its
function is not limited to the mere protection of the
façade. The green roofs and façade coating indirectly
affects the inhabitants feeling of comfort, and has a
significant aesthetic function within the building’s
vicinity. The biophilic architecture coating significantly
contributes to the formation of balance between
human and environment.
3.2 Green advantage on biophilic architecture
3.2.1 Energy saving concept
Heat management on different building
components is the most effective assess for energy
efficiency. Passive biophilic architecture has need of
a compact system of insulations, which guarantees
for both low heat losses and a high level of thermal
comfort. Every building needs a building envelope
with a ground floor, exterior walls and roofs; the
passive biophilic architecture focuses on extreme
improvements to these building components high
quality heat insulation is thus supplementary.
Green building elements provide important
environmental and human health benefits which cover
a large area of advantage and benefits that can be for
example in ameliorate the urban island effect and
relieving the damage on the ecology of the city,
principally concerning microclimate, rainwater
retention and filtering of airborne pollutant lowering
energy expenditures, purifying the air, reducing
storm-water runoff, longer durability of the roof skin,
due to lower surface temperatures and better
protection against UV-radiation, creation of recreation
areas in parts of the city, aesthetical improvements in
denaturalized urban centers and many others.
3.2.2 Human health
Studies show that free time activities in natural
surroundings such as garden and park are important
for helping people handle with stress and meeting
other non stress connected needs. This form of green
elements increases the value of the property and the
marketability of the building. Keep happy the
aesthetic requirements of people looking down upon
the green area from adjacent building. Psychosomatic
researches have shown that the restorative effect of
natural view holds the viewers concentration, diverts
their awareness away from themselves and from
worrying thoughts thereby improving health. The
patients were assigned essentially randomly to rooms
that were identical except for window view: one
member of each pair overlooked a small stand of
deciduous trees; the other had a view of a brown
brick wall.
3.2.3 Ameliorate of local microclimates
A green building element will have a noticeable
impact on the heat gain and loss of a building, as well
as the humidity, air quality and reflected heat in the
surrounding neighbourhood. In conjunction with other
green installations, green elements can play a role in
altering the climate of the city as a whole. On a
summer day, the temperature of a gravel green area
can increase by as much as 25ºC to between 50-
60ºC. Covered with grass, the temperature of the
green area would not rise above 25 C, thus resulting
 rd
PLEA2006 - The 23 Conference on Passive and Low Energy Architecture, Geneva, Switzerland, 6-8 September 2006

in energy cost savings. 20 cm of substrate with a 20- REFERENCES

40 cm layer of thick grass has the combined
insulation value of 15 cm of mineral wool. Spaces [1] Amjad Almusaed, Intelligent sustainable strategies
under a green building elements are at least 3-4C upon passive bioclimatic houses, Arkitektskole in
cooler than the air outside, when outdoor Aarhus, Denmark, 2004
temperatures range between 25-30ºC. Green building [2] Asaad Almsaad, Underground thermal inertia
elements comate the urban island effect due to the such a source of energy for bio-sustainable
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cycles. [7] By means of more green buildings buildings, John Wiley & Sons, Inc, USA, 1994
elements in the city and less hard, nonporous [4] Roger Ulrich, “Biophilia, Biophobia, and Natural
blacktop, our cities can be cooled down. This Landscapes,” 75
procedure reduces the urban heat island effect in [5] Judith H. Heerwagen and Gordon H. Orians,
summer. This can play a role in reducing greenhouse “Humans Habitats and Aesthetics,” The Biophilia
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[7] Roger Ulrich, “Biophilia, Biophobia, and Natural
4. MARKETING POLICY Landscapes, 2002, 106–107.
[8] Zaki Khalil, the large concept of marketing,
For marketing, the general trend to wellness and Amman, Jordan, 2001
health, high living quality and modernity could be
used. The economical biophilic architecture provides
us with the opportunity to reach extremely low levels
of energy consumption by employing high quality,
cost-efficient measures to general building
components - such measures are in turn of
advantage to the health, ecology and economy
sector.
A conflict often appears in architecture between
the economical aspects, on one hand, and the quality
of architectural products on the other hand. Our
mission is to realize a device that represents the
balance that can be created by a functional-
constructive issue generating the healthy and the
economical forms of architectural produce. The
concept of optimal biophilic architecture takes in
evidence the optimal balance between the quality and
all economical aspects.

5. CONCLUSION

The vital objective of biophilic architecture is to

outline attributes and put them into a clear, sensible,
organized format so developers, designers, planners,
and architects can learn about the importance of a
connection to the natural environment in all their
building projects.

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ďŝŽƉŚŝůŝĂ͖ ďŝŽƉŚŝůŝĐ͖ ŶĂƚƵƌĞ ŝŶ ĐŝƚŝĞƐ͖ ƌĞƐŝůŝĞŶĐĞ

/ƐƐƵĞ
dŚŝƐ ĐŽŵŵĞŶƚĂƌLJ ŝƐ ƉĂƌƚ ŽĨ ƚŚĞ ŝƐƐƵĞ ͞^ŽĐŝĂů ĐŽůŽŐLJ ŽĨ ^ƵƐƚĂŝŶĂďŝůŝƚLJ͕͟ ĞĚŝƚĞĚ ďLJ ^ƚĞƉŚĞŶ tŚĞĞůĞƌ ;hŶŝǀĞƌƐŝƚLJ ŽĨ ĂůŝĨŽƌŶŝĂ͕
ĂǀŝƐ͕ h^Ϳ͕ ŚƌŝƐƚŝŶĂ ZŽƐĂŶ ;dĞŵƉůĞ hŶŝǀĞƌƐŝƚLJ͕ h^Ϳ ĂŶĚ ũŽĞƌŶ ,ĂŐĞŶ ;ƌŝnjŽŶĂ ^ƚĂƚĞ hŶŝǀĞƌƐŝƚLJ͕ h^Ϳ͘

Ξ ϮϬϭϳ ďLJ ƚŚĞ ĂƵƚŚŽƌ͖ ůŝĐĞŶƐĞĞ ŽŐŝƚĂƚŝŽ ;>ŝƐďŽŶ͕ WŽƌƚƵŐĂůͿ͘ dŚŝƐ ĂƌƚŝĐůĞ ŝƐ ůŝĐĞŶƐĞĚ ƵŶĚĞƌ Ă ƌĞĂƚŝǀĞ ŽŵŵŽŶƐ ƚƚƌŝďƵͲ
ƚŝŽŶ ϰ͘Ϭ /ŶƚĞƌŶĂƚŝŽŶĂů >ŝĐĞŶƐĞ ; zͿ͘

dŚĞ ĐŽŶĐĞƉƚ ŽĨ ŝŽƉŚŝůŝĐ ŝƚŝĞƐ͕ Žƌ ŝŽƉŚŝůŝĐ hƌďĂŶŝƐŵ͕ ŚĂƐ
ĞŵĞƌŐĞĚ ĂƐ Ă ĐŽŵƉĞůůŝŶŐ ǀŝƐŝŽŶ ĨŽƌ ŚŽǁ ĐŝƚŝĞƐ ŽĨ ƚŚĞ ĨƵͲ
ƚƵƌĞ ǁŝůů ďĞ ĚĞƐŝŐŶĞĚ ĂŶĚ ŽƌŐĂŶŝnjĞĚ͘ /ƚ ďƵŝůĚƐ ŽŶ ƚŚĞ ĞƐͲ
ƐĞŶƚŝĂů ŝŶƐŝŐŚƚ ŽĨ ͞ďŝŽƉŚŝůŝĂ͗͟ ƚŚĂƚ ǁĞ ĂƌĞ ĚƌĂǁŶ ƚŽ ŶĂƚƵƌĞ͕
ĂŶĚ ƚŚĂƚ ǁĞ ŚĂǀĞ ĂŶ ŝŶŶĂƚĞ ĐŽŶŶĞĐƚŝŽŶ Žƌ ĂĨĨŝůŝĂƚŝŽŶ ǁŝƚŚ
ƚŚĞ ŶĂƚƵƌĂů ǁŽƌůĚ ;Ğ͘Ő͕͘ ĞĂƚůĞLJ͕ ϮϬϭϭ͕ ϮϬϭϳ͖ <ĞůůĞƌƚ Θ tŝůͲ
ƐŽŶ͕ ϭϵϵϱ͖ tŝůƐŽŶ͕ ϭϵϴϰͿ͘
ZĞƐĞĂƌĐŚ ƐŚŽǁƐ ƚŚĞ ƌĞŵĂƌŬĂďůĞ ǁĂLJƐ ŝŶ ǁŚŝĐŚ ĐŽŶͲ
ƚĂĐƚ ǁŝƚŚ ŶĂƚƵƌĞ ĐĂŶ ŵĂŬĞ ƵƐ ŚĂƉƉŝĞƌ ĂŶĚ ŚĞĂůƚŚŝĞƌ
ĂƐ ǁĞůů ĂƐ ĐŽŶƚƌŝďƵƚĞ ƚŽ ŵĞĂŶŝŶŐĨƵů ƵƌďĂŶ ůŝǀĞƐ͘ &ŝŶĚͲ
ŝŶŐƐ ĨƌŽŵ ƚŚĞ ǁŽƌŬ ĂƌŽƵŶĚ :ĂƉĂŶĞƐĞ ͞ĨŽƌĞƐƚ ďĂƚŚŝŶŐ͟
ƐŚŽǁ ƚŚĂƚ Ă ǁĂůŬ ƚŚƌŽƵŐŚ Ă ĨŽƌĞƐƚ Žƌ ŐƌĞĞŶƐƉĂĐĞ ŚĂƐ
ĚŝƐĐĞƌŶŝďůĞ ŵĞŶƚĂů ŚĞĂůƚŚ ďĞŶĞĨŝƚƐ͕ ĨŽƌ ŝŶƐƚĂŶĐĞ ƌĞĚƵĐͲ
ŝŶŐ ƐƚƌĞƐƐ ŚŽƌŵŽŶĞ ůĞǀĞůƐ ĂŶĚ ďŽŽƐƚŝŶŐ ŝŵŵƵŶĞ ƐLJƐƚĞŵƐ
;Ğ͘Ő͕͘ tĂŶŐ͕ dƐƵŶĞƚƐƵŐƵ͕ Θ ĨƌŝĐĂ͕ ϮϬϭϲͿ͘ EĂƚƵƌĞ ĂůƐŽ ĞŶͲ
ŚĂŶĐĞƐ ĐŽŐŶŝƚŝǀĞ ƉĞƌĨŽƌŵĂŶĐĞ ĂŶĚ ŵŽŽĚ ;Ğ͘Ő͕͘ ĞƌŵĂŶ͕
:ŽŶŝĚĞƐ͕ Θ <ĂƉůĂŶ͕ ϮϬϭϮ͖ ƌĂƚŵĂŶ͕ ,ĂŵŝůƚŽŶ͕ ,ĂŚŶ͕ ĂŝůLJ͕
Θ 'ƌŽƐƐ͕ ϮϬϭϱͿ͕ ĂŶĚ ŝƐ Ă ƐŝŐŶŝĨŝĐĂŶƚ ĂŶƚŝĚŽƚĞ ƚŽ ůŽŶŐͲƚĞƌŵ
ĐŚƌŽŶŝĐ ƐƚƌĞƐƐ ĞdžƉĞƌŝĞŶĐĞĚ ďLJ ŵĂŶLJ ƵƌďĂŶŝƚĞƐ ;Ğ͘Ő͕͘ ZŽĞ
Ğƚ Ăů͕͘ ϮϬϭϯͿ͘ ^ƚƵĚŝĞƐ ƐŚŽǁ ƚŚĂƚ ŝŶ ƚŚĞ ƉƌĞƐĞŶĐĞ ŽĨ ŶĂƚƵƌĞ͕
ŚƵŵĂŶƐ ĂƌĞ ŵŽƌĞ ůŝŬĞůLJ ƚŽ ďĞ ŐĞŶĞƌŽƵƐ ĂŶĚ ĐŽŽƉĞƌĂƚŝǀĞ
ĂƐ ǁĞůů ĂƐ ƚŽ ƚŚŝŶŬ ůŽŶŐĞƌ ƚĞƌŵ ;tĞŝŶƐƚĞŝŶ͕ WƌLJnjLJďLJůƐŬŝ͕ Θ
ZLJĂŶ͕ ϮϬϬϵ͖ ĞůĞŶƐŬŝ͕ ŽƉŬŽ͕ Θ ĂƉĂůĚŝ͕ ϮϬϭϱͿ͘ dŚĞ ĞdžƉĞͲ
ƌŝĞŶĐĞ ŽĨ ŶĂƚƵƌĞ ŚĞůƉƐ ƉĞŽƉůĞ ůŝǀĞ ŝŶ ǁĂLJƐ ƚŚĂƚ ƌĞĐŽŐŶŝnjĞ
ƚŚĞ ĐůĂŝŵƐ ŽĨ ŽƚŚĞƌƐ ĂŶĚ ƚŚĞ ůĂƌŐĞƌ ǁŽƌůĚ͘ /Ŷ ƐŚŽƌƚ͕ ŶĂƚƵƌĞ
ŚĞůƉƐ ŵĂŬĞ ƵƐ ďĞƚƚĞƌ ŚƵŵĂŶ ďĞŝŶŐƐ ĂŶĚ ĨŽƐƚĞƌƐ ƚŚĞ ƋƵĂůŝͲ
ƚŝĞƐ ƚŚĂƚ ǁŝůů ďĞ ĞƐƐĞŶƚŝĂů ƚŽ ƌĞƐŝůŝĞŶĐĞ͕ ƐƵƐƚĂŝŶĂďŝůŝƚLJ͕ ĂŶĚ
ŚĞĂůƚŚLJ ƐŽĐŝĂů ĞĐŽůŽŐŝĞƐ͘
ŝŽƉŚŝůŝĐ ĐŝƚŝĞƐ ĂƌĞ ĂůƐŽ ƉƌŽĨŽƵŶĚůLJ ƌĞƐŝůŝĞŶƚ ĐŝƚŝĞƐ͘ sŝƌͲ
ƚƵĂůůLJ ĞǀĞƌLJ ƐƚĞƉ Žƌ ĂĐƚŝŽŶ ƚĂŬĞŶ ƚŽ ŝŶĐƌĞĂƐĞ ŶĂƚƵƌĞ ŝŶ
ƚŚĞ ĐŝƚLJ ǁŝůů ŚĞůƉ ƚŽ ŵĂŬĞ ŝƚ ŵŽƌĞ ƌĞƐŝůŝĞŶƚ͘ ZŝƐŝŶŐ ƵƌďĂŶ
ŚĞĂƚ͕ ĨŽƌ ŝŶƐƚĂŶĐĞ͕ ŝƐ Ă ŐƌŽǁŝŶŐ ƉƌŽďůĞŵ͕ ĂŶĚ ŵĂŶLJ ŽĨ ƚŚĞ
ŵŽƐƚ ĞĨĨĞĐƚŝǀĞ ƉůĂŶŶŝŶŐ ƌĞƐƉŽŶƐĞƐ͕ ĨƌŽŵ ƵƌďĂŶ ĨŽƌĞƐƚƌLJ
ƚŽ ĞĐŽůŽŐŝĐĂů ƌŽŽĨƚŽƉƐ͕ ǁŝůů Ăƚ ŽŶĐĞ ŝŶƐĞƌƚ ŶĞǁ ŶĂƚƵƌĞ ĂŶĚ
ĐŽŽů ƵƌďĂŶ ĞŶǀŝƌŽŶŵĞŶƚƐ͘ /Ŷ ĂĚĚŝƚŝŽŶ͕ ƚŚĞ EĂƚƵƌĞ ŽŶͲ
ƐĞƌǀĂŶĐLJ͛Ɛ ƌĞĐĞŶƚ ŐůŽďĂů ĂŶĂůLJƐŝƐ ŽĨ ƵƌďĂŶ ƚƌĞĞ ƉůĂŶƚŝŶŐ
ƐŚŽǁƐ ŚŽǁ ĞĨĨĞĐƚŝǀĞ ƐƵĐŚ ƐƚĞƉƐ ĐĂŶ ďĞ ŝŶ ĂĚĚƌĞƐƐŝŶŐ ƐĞͲ
ƌŝŽƵƐ Ăŝƌ ƋƵĂůŝƚLJ ƉƌŽďůĞŵƐ ĞdžƉĞƌŝĞŶĐĞĚ ŝŶ ĐŝƚŝĞƐ ŝŶ ƚŚĞ
'ůŽďĂů ^ŽƵƚŚ ;dŚĞ EĂƚƵƌĞ ŽŶƐĞƌǀĂŶĐLJ͕ ϮϬϭϲͿ͘
dŚĞ ǀŝƐŝŽŶ ŽĨ ŝŽƉŚŝůŝĐ ŝƚŝĞƐ ŚĂƐ ďĞĞŶ ŐĂŝŶŝŶŐ ƚƌĂĐƚŝŽŶ
ƌĞĐĞŶƚůLJ͘ ŽůůĞĂŐƵĞƐ ĂŶĚ / ůĂƵŶĐŚĞĚ ƚŚĞ ŐůŽďĂů ŝŽƉŚŝůŝĐ
ŝƚŝĞƐ EĞƚǁŽƌŬ ŝŶ ϮϬϭϯ͕ ĂŶĚ ƚŚĞƌĞ ĂƌĞ ŶŽǁ ĨŝĨƚĞĞŶ ĐŝƚŝĞƐ
ƉĂƌƚŝĐŝƉĂƚŝŶŐ ŝŶ ƚŚŝƐ EĞƚǁŽƌŬ͘ /ŶĚŝǀŝĚƵĂůƐ ĂŶĚ ŽƌŐĂŶŝnjĂͲ
ƚŝŽŶƐ ĐĂŶ ũŽŝŶ ƚŚĞ EĞƚǁŽƌŬ ďLJ ƐŝŵƉůLJ ƐŝŐŶŝŶŐ ĂŶ ŽŶͲůŝŶĞ

hƌďĂŶ WůĂŶŶŝŶŐ͕ ϮϬϭϳ͕ sŽůƵŵĞ Ϯ͕ /ƐƐƵĞ ϰ͕ WĂŐĞƐ ϭʹϰ ϭ

ƉůĞĚŐĞϭ ͕ ǁŚŝůĞ ŶĞǁ ƉĂƌƚŶĞƌ ĐŝƚŝĞƐ ŵƵƐƚ͕ ĂŵŽŶŐ ŽƚŚĞƌ ƌĞͲ
ƋƵŝƌĞŵĞŶƚƐ͕ ƐĞůĞĐƚ ĂŶĚ ŵŽŶŝƚŽƌ ŽǀĞƌ ƚŝŵĞ Ă ƐĞƚ ŽĨ ŵĞƚͲ
ƌŝĐƐ ĂŶĚ ĂĚŽƉƚ Ă ŝŽƉŚŝůŝĐ ŝƚŝĞƐ ƌĞƐŽůƵƚŝŽŶ Žƌ ƉƌŽĐůĂͲ
ŵĂƚŝŽŶ͘ /Ŷ ƐƵƉƉŽƌƚ ŽĨ ƚŚŝƐ EĞƚǁŽƌŬ ǁĞ ŽƌŐĂŶŝnjĞ ǁĞďŝͲ
ŶĂƌƐ͕ ƉƌŽĚƵĐĞ ĨŝůŵƐ ĂďŽƵƚ ƉĂƌƚŝĐŝƉĂƚŝŶŐ ĐŝƚŝĞƐ͕ ĐŽůůĞĐƚ ĂŶĚ
ƐŚĂƌĞ ŵŽĚĞů ďŝŽƉŚŝůŝĐ ĐŽĚĞƐ͕ ĂŶĚ ƉƌŽĚƵĐĞ Ă ŶĞǁ ŝŽƉŚŝůŝĐ
ŝƚŝĞƐ :ŽƵƌŶĂůϮ ͘
ŝŽƉŚŝůŝĐ ĐŝƚŝĞƐ ĐĞůĞďƌĂƚĞ͕ ƉƌŽƚĞĐƚ͕ ĂŶĚ ƌĞƐƚŽƌĞ ĨůŽƌĂ͕
ĨĂƵŶĂ͕ ĂŶĚ ĨƵŶŐŝ ǁŚŝůĞ ƚĂŬŝŶŐ ĞǀĞƌLJ ŽƉƉŽƌƚƵŶŝƚLJ ƚŽ ŝŶͲ
ƚĞŐƌĂƚĞ ŶĂƚƵƌĞ ǁŝƚŚ ďƵŝůƚ ƐƚƌƵĐƚƵƌĞƐ͘ dŚĞ ǀŝƐŝŽŶ ŽĨ ŝŽͲ
ƉŚŝůŝĐ ŝƚŝĞƐ ŝƐ ŽĨ Ă ďůĞŶĚĞĚ ŶĂƚƵƌĞ ŝŶ ǁŚŝĐŚ ƌĞŵŶĂŶƚ ŶĂƚƵͲ
ƌĂů ƐƉĞĐŝĞƐ ĂŶĚ ŚĂďŝƚĂƚƐ ŵŝdž ǁŝƚŚ ŵŽƌĞ ŚƵŵĂŶͲĚĞƐŝŐŶĞĚ
ĨŽƌŵƐ ŽĨ ŶĂƚƵƌĞ ƐƵĐŚ ĂƐ ůŝǀŝŶŐ ǁĂůůƐ͕ ŐƌĞĞŶ ƌŽŽĨƚŽƉƐ͕ ĂŶĚ
ƐŬLJƉĂƌŬƐ ;Ğ͘Ő͕͘ <ĞůůĞƌƚ͕ ,ĞĞƌǁĂŐĞŶ͕ Θ DĂĚŽƌ͕ ϮϬϬϴͿ͘ ĂĐŚ
ĐŝƚLJ ŵƵƐƚ ĞdžƉůŽƌĞ ƚŚĞ ŵŽƐƚ ĞĨĨĞĐƚŝǀĞ ĂŶĚ ĂƉƉƌŽƉƌŝĂƚĞ
ǁĂLJƐ ƚŽ ŝŶƚĞŐƌĂƚĞ ŶĂƚƵƌĞ ŐŝǀĞŶ ŝƚƐ ŽǁŶ ƵŶŝƋƵĞ ŶĂƚƵƌĂů
ƐĞƚƚŝŶŐƐ ĂŶĚ ƋƵĂůŝƚŝĞƐ͘ ŝŽƉŚŝůŝĐ ĐŝƚŝĞƐ ŵƵƐƚ ĂůƐŽ ƵŶĚĞƌͲ
ƐƚĂŶĚ ŶĂƚƵƌĞ ĂƐ ĂŶ ŝŶƚĞŐƌĂƚŝǀĞ ůĂŶĚͲƐĞĂ ŶŽƚŝŽŶ͕ ŝŶĐůƵĚŝŶŐ
Ă ͞ďůƵĞ ƵƌďĂŶŝƐŵ͟ ĂůŽŶŐ ǁŝƚŚ ŽƚŚĞƌ ĨŽƌŵƐ ŽĨ ƵƌďĂŶ ŐƌĞĞŶͲ
ŝŶŐ ;ĞĂƚůĞLJ͕ ϮϬϭϰͿ͘
DĂŶLJ ƵƌďĂŶ ĂƌĞĂƐ ǁŽƌůĚǁŝĚĞ ĂƌĞ ŚĞůƉŝŶŐ ƵƐ ƌĞͲ
ŝŵĂŐŝŶĞ ƵƌďĂŶ ĞŶǀŝƌŽŶŵĞŶƚƐ ĂƐ ŶĂƚƵƌĞͲŝŵŵĞƌƐŝǀĞ
ƉůĂĐĞƐ͘ ^ŝŶŐĂƉŽƌĞ ŚĂƐ ƌĞĐĞŶƚůLJ ĐŚĂŶŐŝŶŐ ŝƚƐ ŽĨĨŝĐŝĂů ŵŽƚƚŽ
ĨƌŽŵ ͞^ŝŶŐĂƉŽƌĞ͕ Ă 'ĂƌĚĞŶ ŝƚLJ͕͟ ƚŽ ͞^ŝŶŐĂƉŽƌĞ͕ Ă ŝƚLJ
/E Ă 'ĂƌĚĞŶ͘͟ dŚĞ ĐŝƚLJ͛Ɛ >ĂŶĚƐĐĂƉĞ ZĞƉůĂĐĞŵĞŶƚ WŽůŝĐLJ
ƌĞƋƵŝƌĞƐ ŶĞǁ ďƵŝůĚŝŶŐƐ ƚŽ ŝŶĐůƵĚĞ ŶĂƚƵƌĞ ŝŶ ƚŚĞ ǀĞƌƚŝĐĂů
ƌĞĂůŵ ƚŽ ƌĞƉůĂĐĞ ŶĂƚƵƌĞ ůŽƐƚ Ăƚ ŐƌŽƵŶĚ ůĞǀĞů͘ dŚŝƐ ŽƌĚŝͲ
ŶĂŶĐĞ ŚĂƐ ƌĞƐƵůƚĞĚ ŝŶ ŶĞǁ ďƵŝůĚŝŶŐƐ͕ ƐƵĐŚ ĂƐ ƚŚĞ WĂƌŬ
ZŽLJĂů ŚŽƚĞů͕ ƚŚĂƚ ĐŽŶƚƌŝďƵƚĞ ŵƵĐŚ ƚŽ ƚŚĞ ƐĞŶƐĞ ŽĨ ŝŵŵĞƌͲ
ƐŝǀĞ ŐƌĞĞŶ ĐŝƚLJ͘ DŝůǁĂƵŬĞĞ ŝƐ ĐƌĞĂƚŝŶŐ ŶĞǁ ŐƌĞĞŶ ƉŽĐŬĞƚƐ
ďLJ ĐŽŶƐŽůŝĚĂƚŝŶŐ ǀĂĐĂŶƚ ƉĂƌĐĞůƐ ƚŚƌŽƵŐŚ ŝƚƐ 'ZͬKtE WƌŽͲ
ŐƌĂŵ͘ ^ĂŶ &ƌĂŶĐŝƐĐŽ ŚĂƐ ĐƌĞĂƚĞĚ Ă ŶĞǁ ^ŝĚĞǁĂůŬ 'ĂƌĚĞŶ
WĞƌŵŝƚ ƚŚĂƚ ĂůůŽǁƐ ƌĞƐŝĚĞŶƚƐ ƚŽ ƚĂŬĞ ƵƉ ƐŽŵĞ ŚĂƌĚ ƐƵƌͲ
ĨĂĐĞƐ ĂŶĚ ƉůĂŶƚ ĨůŽǁĞƌƐ ĂŶĚ ƐŚƌƵďƐ͕ ĂŶĚ ŝƚƐ ƉŝŽŶĞĞƌŝŶŐ
ƉƌŽŐƌĂŵ ĨŽƌ ĐƌĞĂƚŝŶŐ WĂƌŬůĞƚƐ ;ĨƌŽŵ ŽŶͲƐƚƌĞĞƚ ƉĂƌŬŝŶŐ
ƐƉĂĐĞƐͿ ŚĂƐ ŐŽŶĞ ŐůŽďĂů͘ WŽƌƚůĂŶĚ ŚĂƐ ĞŵƉŚĂƐŝnjĞĚ ƚŚĞ
ŝŶƐƚĂůůĂƚŝŽŶ ŽĨ ͞ŐƌĞĞŶ ƐƚƌĞĞƚƐ͗͟ ƉŽƌƚŝŽŶƐ ŽĨ ƌŽĂĚǁĂLJƐ ĂŶĚ
ƐŝĚĞǁĂůŬƐ ƚŚĂƚ ďĞĐŽŵĞ ƐƚŽƌŵǁĂƚĞƌ ĐŽůůĞĐƚŝŽŶ ĨĂĐŝůŝƚŝĞƐ
ƚŚƌŽƵŐŚ ƚŚĞ ĐƌĞĂƚŝŽŶ ŽĨ ďŝŽƐǁĂůĞƐ͘ WŝƚƚƐďƵƌŐŚ ŚĂƐ ƐŽƵŐŚƚ
ƚŽ ŵĂŬĞ ŝƚƐ ƌŝǀĞƌĨƌŽŶƚ ĂĐĐĞƐƐŝďůĞ ďLJ ŝŶǀĞƐƚŝŶŐ ŝŶ ǁĂůŬŝŶŐ
ĂŶĚ ďŝŬŝŶŐ ƚƌĂŝůƐ͕ ĂŶĚ ĞǀĞŶ Ă ͞ǁĂƚĞƌ ƚƌĂŝů͕͟ ĂƐ ǁĞůů ĂƐ ŶĞǁ
ǁĂƚĞƌĨƌŽŶƚ ƉĂƌŬƐ ƐƵĐŚ ĂƐ ƚŚĞ ^ŽƵƚŚ ^ŚŽƌĞ ZŝǀĞƌĨƌŽŶƚ WĂƌŬ͘
 ůĂƌŐĞ ŶƵŵďĞƌ ŽĨ ŽƚŚĞƌ ĐŝƚŝĞƐ ŝŶĐůƵĚŝŶŐ tĞůůŝŶŐƚŽŶ͕ E͕
ZŝŽ ĚĞ :ĂŶĞŝƌŽ͕ ĂŶĚ ^ŝŶŐĂƉŽƌĞ ŚĂǀĞ ĂůƐŽ ďĞĞŶ ŝŶǀĞƐƚŝŶŐ
ŝŶ ƵƌďĂŶ ƚƌĂŝůƐ ƚŚĂƚ ĂĚĚ ŵŽďŝůŝƚLJ ŽƉƚŝŽŶƐ ǁŚŝůĞ ŵĂŬŝŶŐ
ĂĐĐĞƐƐ ƚŽ ŶĂƚƵƌĞ ĞĂƐŝĞƌ ;ƐĞĞ ĞĂƚůĞLJ͕ ϮϬϭϳͿ͘
EŽƚ ŽŶůLJ ĚŽĞƐ Ă ŝŽƉŚŝůŝĐ ŝƚLJ ƉƵƚ ŶĂƚƵƌĞ Ăƚ ƚŚĞ ĐĞŶͲ
ƚĞƌ ŽĨ ŝƚƐ ĚĞƐŝŐŶ ĂŶĚ ƉůĂŶŶŝŶŐ͕ ŝƚ ĂůƐŽ ĐƌĞĂƚĞƐ ƉƌŽŐƌĂŵƐ͕
ŝŶŝƚŝĂƚŝǀĞƐ͕ ĂŶĚ ŽƉƉŽƌƚƵŶŝƚŝĞƐ ĨŽƌ ƌĞƐŝĚĞŶƚƐ ƚŽ ĞdžƉĞƌŝĞŶĐĞ
ŶĂƚƵƌĞ ĚŝƌĞĐƚůLJ ĂŶĚ ƚŽ ĞŶŐĂŐĞ ŝŶ ĐŝƚŝnjĞŶ ƐĐŝĞŶĐĞ͘ tŚĞƚŚĞƌ
ƚŚƌŽƵŐŚ ďŝƌĚŝŶŐ͕ ƉĂƌƚŝĐŝƉĂƚŝŽŶ ŝŶ Ă ŝŽůŝƚnj͕ Žƌ ƐĞƌǀŝŶŐ ĂƐ
Ă ǀŽůƵŶƚĞĞƌ ŶĂƚƵƌĞ ŐƵŝĚĞ͕ ƌĞƐŝĚĞŶƚƐ ĚĞĞƉĞŶ ĐŽŶŶĞĐƚŝŽŶƐ
ƚŽ ƉůĂĐĞ ĂŶĚ ŶĂƚƵƌĞ ǁŚŝůĞ ĨŽƌŐŝŶŐ ĨƌŝĞŶĚƐŚŝƉƐ ĂŶĚ ƐŽĐŝĂů
ĐŽŶŶĞĐƚŝŽŶƐ͘ ƵƐƚŝŶ͕ dĞdžĂƐ͕ ĨŽƌ ĞdžĂŵƉůĞ͕ ŝƐ ĨĂŵŽƵƐ ĨŽƌ ŝƚƐ
ĞĨĨŽƌƚƐ Ăƚ ƉƌŽƚĞĐƚŝŶŐ ĂŶĚ ĐĞůĞďƌĂƚŝŶŐ ƚŚĞ ϭ͘ϱ ŵŝůůŝŽŶ DĞdžͲ
ŝĐĂŶ ĨƌĞĞͲƚĂŝůĞĚ ďĂƚƐ ƚŚĂƚ ŽĐĐƵƉLJ ƚŚĞ ƵŶĚĞƌƐŝĚĞ ŽĨ ƚŚĞ
ϭ ^ĞĞ ŚƚƚƉ͗ͬͬǁǁǁ͘ŝŽƉŚŝůŝĐŝƚŝĞƐ͘ŽƌŐ
Ϯ ^ĞĞ ŚƚƚƉ͗ͬͬďŝŽƉŚŝůŝĐĐŝƚŝĞƐ͘ŽƌŐͬďŝŽƉŚŝůŝĐͲĐŝƚŝĞƐͲũŽƵƌŶĂůͲǀŽůƵŵĞͲϭͲŝƐƐƵĞͲϭ
hƌďĂŶ WůĂŶŶŝŶŐ͕ ϮϬϭϳ͕ sŽůƵŵĞ Ϯ͕ /ƐƐƵĞ ϰ͕ WĂŐĞƐ ϭʹϰ
ŽŶŐƌĞƐƐ ǀĞŶƵĞ ƌŝĚŐĞ ŝŶ ĚŽǁŶƚŽǁŶ ƵƐƚŝŶ ;ďĞůŝĞǀĞĚ
ƚŽ ďĞ ƚŚĞ ůĂƌŐĞƐƚ ƵƌďĂŶ ďĂƚ ĐŽůŽŶLJ ŝŶ ƚŚĞ ǁŽƌůĚͿ͘ ŝŽƉŚŽͲ
ďŝĂ ĂŶĚ ĨĞĂƌ ĐŚĂƌĂĐƚĞƌŝnjĞĚ ƚŚĞ ĐŝƚLJ͛Ɛ ŝŶŝƚŝĂů ƌĞƐƉŽŶƐĞ ƚŽ
ƚŚĞ ďĂƚƐ͕ ďƵƚ ƚŚĂŶŬƐ ƚŽ ƚŚĞ ǁŽƌŬ ŽĨ ŐƌŽƵƉƐ ůŝŬĞ Ăƚ ŽŶͲ
ƐĞƌǀĂƚŝŽŶ /ŶƚĞƌŶĂƚŝŽŶĂů ;/Ϳ ƚŚĞ ďĂƚƐ ǁĞƌĞ ƐĂǀĞĚ ĂŶĚ
ƚŚĞŝƌ ƌĞƚƵƌŶ ĞĂĐŚ ƐƉƌŝŶŐ ;ĂŶĚ ŶŝŐŚƚůLJ ĞŵĞƌŐĞŶĐĞ ĨƌŽŵ ƚŚĞ
ďƌŝĚŐĞͿ ŝƐ ĐĞůĞďƌĂƚĞĚ͕ ďĞĐŽŵŝŶŐ ƚŚĞ ƐŽƵƌĐĞ ŽĨ ŵŝůůŝŽŶƐ
ŝŶ ƚŽƵƌŝƐŵ ƌĞǀĞŶƵĞ͘ Ɛ / ĨŽƵŶĚĞƌ DĞƌůŝŶ dƵƚƚůĞ ƐĂLJƐ͕
ƵƐƚŝŶ ŝƐ ŶŽǁ ͞Ă ĐŝƚLJ ƚŚĂƚ ůŽǀĞƐ ďĂƚƐ͟ ;dƵƚƚůĞ͕ ϮϬϭϱͿ͘ ^ƚ
>ŽƵŝƐ ŚĂƐ ĞdžŚŝďŝƚĞĚ Ă ƐŝŵŝůĂƌ ůŽǀĞ ĂĨĨĂŝƌ ǁŝƚŚ DŽŶĂƌĐŚ ƵƚͲ
ƚĞƌĨůŝĞƐ͘ ^ĞƚƚŝŶŐ ĂŶ ŝŶŝƚŝĂů ŐŽĂů ŽĨ ƉůĂŶƚŝŶŐ ϮϱϬ ďƵƚƚĞƌĨůLJ
ŐĂƌĚĞŶƐ͕ ƚŚĞ ĐŝƚLJ ŚĂƐ ŶŽǁ ƐĞĞŶ ŵŽƌĞ ƚŚĂŶ ϯϳϬ ŝŶƐƚĂůůĞĚ͘
ŶŐĂŐŝŶŐ ƌĞƐŝĚĞŶƚƐ ǁŝƚŚ ŶĂƚƵƌĞ ĨĂĐĞƐ ŵĂŶLJ ĐŚĂůͲ
ůĞŶŐĞƐ͗ Ă ŚƵƌƌŝĞĚ ĂŶĚ ŚĂƌƌŝĞĚ ůŝĨĞƐƚLJůĞ͕ Ă ŐƌŽǁŝŶŐ ĚĞƉĞŶͲ
ĚĞŶĐĞ ŽŶ ĞůĞĐƚƌŽŶŝĐ ŵĞĚŝĂ ǁŚŝĐŚ ŽĨƚĞŶ ĚŝƐƚƌĂĐƚƐ ƵƐ ĨƌŽŵ
ŶĂƚƵƌĞ͕ ƚŚĞ ĨĂĐƚ ƚŚĂƚ ŶĂƚƵƌĂů ĞůĞŵĞŶƚƐ ĂƌĞ ŽĨƚĞŶ ƐŵĂůů
Žƌ ŚĂƌĚ ƚŽ ƐĞĞ͕ ĂŶĚ ƚŚĞ ŶĞĞĚ ĨŽƌ ĂĐƚŝǀĞ ĐŽĂĐŚŝŶŐ ĂŶĚ
ŵĞŶƚŽƌŝŶŐ͘ ZĞƐŝĚĞŶƚƐ ŽĨƚĞŶ ŚĂǀĞ ƚŚĞ ƐĞŶƐĞ ƚŚĂƚ ŶĂƚƵƌĞ
ŝƐ ƚŽ ďĞ ĨŽƵŶĚ ŽŶůLJ ŝŶ ĐĞƌƚĂŝŶ ƉůĂĐĞƐ ŝŶ ƚŚĞ ĐŝƚLJ͘ ĚƵĐĂͲ
ƚŝŽŶĂů ĞĨĨŽƌƚƐ ĂƌĞ ŶĞĞĚĞĚ ƚŽ ŚĞůƉ ƵƐ ƌĞͲŝŵĂŐŝŶĞ Ă ĐŝƚLJ ĂƐ
Ă ŶĂƚƵƌĞͲŝŵŵĞƌƐŝǀĞ ƉůĂĐĞ͘ EĂƚƵƌĞ ŽĨ ĐŽƵƌƐĞ ŝƐ ĂůƐŽ Ă ĐƵůͲ
ƚƵƌĂůůLJ ĚĞĨŝŶĞĚ ĐŽŶĐĞƉƚ͕ ĂŶĚ ĐŝƚŝĞƐ ǁŝůů ŶĞĞĚ ƚŽ ďĞ ŽƉĞŶ
ƚŽ ĞdžƉůŽƌŝŶŐ ƚŚĞ ĚŝĨĨĞƌĞŶƚ ĨŽƌŵƐ ŝƚ ŵŝŐŚƚ ƚĂŬĞ͘ ŝŽƉŚŝůŝĐ
ĐŝƚŝĞƐ ŝŶĐůƵĚĞ ďŽƚŚ ůŝǀŝŶŐ ŶĂƚƵƌĞ ;Ğ͘Ő͕͘ ďŝƌĚƐ ĂŶĚ ǁŝůĚůŝĨĞͿ
ĂŶĚ ŵĂŶLJ ŚƵŵĂŶͲĐƌĞĂƚĞĚ ƐŚĂƉĞƐ͕ ĨŽƌŵƐ͕ ĂŶĚ ŝŵĂŐĞƐ ŽĨ
ŶĂƚƵƌĞ ;ĨŽƌ ŝŶƐƚĂŶĐĞ͕ ŵƵƌĂůƐͿ͘ /ŶĐƌĞĂƐŝŶŐůLJ ǁĞ ĂƌĞ ƐĞĞŝŶŐ
ŶĂƚƵƌĞ ͞ŚLJďƌŝĚƐ͟ ǁŚŝĐŚ ĐŚĂůůĞŶŐĞ ŽƵƌ ĐŽŶǀĞŶƚŝŽŶĂů ŝĚĞĂƐ
ĂďŽƵƚ ǁŚĂƚ ŶĂƚƵƌĞ ŝƐ͘ ^ŝŶŐĂƉŽƌĞ͛Ɛ ^ƵƉĞƌdƌĞĞƐ ĂƌĞ ŽŶĞ
ĞdžĂŵƉůĞͶůĂƌŐĞ͕ ǀŝƐƵĂůůLJ ĚƌĂŵĂƚŝĐ ŵĞƚĂů ƐƚƌƵĐƚƵƌĞƐ ƚŚĂƚ
ĚŽ ŝŶ ĨĂĐƚ ƐŚĂĚĞ ĂŶĚ ĐŽŽů ƵƌďĂŶ ƐƉĂĐĞƐ ĂƐ ǁĞůů ĂƐ ƐĞƌǀŝŶŐ
ĂƐ ŚŽŵĞ ƚŽ ƚŚŽƵƐĂŶĚƐ ŽĨ ůŝǀŝŶŐ ƉůĂŶƚƐ͘ hƌďĂŶ ŶĂƚƵƌĞ ŝŶ
ƚŚĞ ĨƵƚƵƌĞ ǁŝůů ůŝŬĞůLJ ĞŶƚĂŝů ƚŚĞ ĐƌĞĂƚŝǀĞ ďůĞŶĚŝŶŐ ŽĨ ƌĞĂů
ĂŶĚ ĂƌƚŝĨŝĐŝĂů ŶĂƚƵƌĂů ƐLJƐƚĞŵƐ͕ ƌĞƋƵŝƌŝŶŐ ƵƐ ƚŽ ĞdžƉĂŶĚ ĂŶĚ
ŐƌŽǁ ďĞLJŽŶĚ ŽƵƌ ĐŽŶǀĞŶƚŝŽŶĂů ŝĚĞĂƐ ŽĨ ŶĂƚƵƌĞ͘
KŶĞ ĐŽŶƚŝŶƵŝŶŐ ĐŚĂůůĞŶŐĞ ŝƐ ƐŽĐŝĂů ũƵƐƚŝĐĞ ĂŶĚ ƚŚĞ
ŶĞĞĚ ƚŽ ĞŶƐƵƌĞ ƚŚĂƚ ĂĐĐĞƐƐ ƚŽ ŶĂƚƵƌĂů ĂƐƐĞƚƐ ĂŶĚ ĞdžƉĞƌŝͲ
ĞŶĐĞƐ ǁŝƚŚŝŶ Ă ďŝŽƉŚŝůŝĐ ĐŝƚLJ ŝƐ ĨĂŝƌůLJ ĚŝƐƚƌŝďƵƚĞĚ͘ 'ƌĞĞŶĞƌ͕
ůĞĂĨŝĞƌ ŶĞŝŐŚďŽƌŚŽŽĚƐ ƚĞŶĚ ƚŽ ďĞ ŚŝŐŚĞƌͲŝŶĐŽŵĞ ĂŶĚ
ĂďƐĞŶƚ ŽĨ ŵŝŶŽƌŝƚŝĞƐ͘ /Ŷ Ă ƌĞĐĞŶƚ ŝŶƚĞƌǀŝĞǁ ŝŶ ƚŚĞ ŝŽͲ
ƉŚŝůŝĐ ŝƚŝĞƐ :ŽƵƌŶĂů͕ KĂŬůĂŶĚ ZĞͲůĞĂĨ ĨŽƵŶĚĞƌ ĂŶĚ ĚŝƌĞĐͲ
ƚŽƌ <ĞŵďĂ ^ŚĂŬƵƌ ƚĞůůƐ ŚŽǁ ƚŚĞƌĞ ǁĞƌĞ ŵŽƌĞ ƚƌĞĞƐ ĂŶĚ
ŐƌĞĞŶĞƌLJ ŝŶ ƚŚĞ ^ŽůĞĚĂĚ WƌŝƐŽŶ ǁŚĞƌĞ ƐŚĞ ǁŽƌŬĞĚ ƚŚĂŶ
ŝŶ ƚŚĞ ƉƌĞĚŽŵŝŶĂŶƚůLJ ĨƌŝĐĂŶͲŵĞƌŝĐĂŶ ŶĞŝŐŚďŽƌŚŽŽĚ ŝŶ
ǁŚŝĐŚ ƐŚĞ ůŝǀĞĚ͘ dŽ ĂĚĚƌĞƐƐ ƐƵĐŚ ĞƋƵŝƚLJ ƋƵĞƐƚŝŽŶƐ͕ ĐŝƚŝĞƐ
ƐƵĐŚ ĂƐ >ŽƐ ŶŐĞůĞƐ ĂŶĚ EĞǁ zŽƌŬ ŚĂǀĞ ƚĂŬĞŶ ƐƚĞƉƐ ƚŽ ŝŶͲ
ǀĞƐƚ ŝŶ ƉĂƌŬƐ ĂŶĚ ŐƌĞĞŶƐƉĂĐĞƐ ŝŶ ƵŶĚĞƌƐĞƌǀĞĚ ŶĞŝŐŚďŽƌͲ
ŚŽŽĚƐ ;Ğ͘Ő͕͘ ŝƚLJ ŽĨ EĞǁ zŽƌŬ͕ ϮϬϭϰͿ͘
ŶŽƚŚĞƌ ĐŚĂůůĞŶŐĞ ŝƐ ƚŚĂƚ ŵĂƌŬĞƚƐ ŽĨƚĞŶ ƌĞƐƉŽŶĚ
ƚŽ ƚŚĞ ƉƌĞƐĞŶĐĞ ŽĨ ŶĂƚƵƌĞ ďLJ ƌĂŝƐŝŶŐ ŚŽƵƐŝŶŐ ƉƌŝĐĞƐ
ĂŶĚ ĚŝƐƉůĂĐŝŶŐ ƌĞƐŝĚĞŶƚƐ͕ Ă ƉŚĞŶŽŵĞŶŽŶ ƚŚĂƚ ŚĂƐ ďĞĞŶ
ĚĞƐĐƌŝďĞĚ ĂƐ ͞ĞĐŽůŽŐŝĐĂů ŐĞŶƚƌŝĨŝĐĂƚŝŽŶ͟ ;Ğ͘Ő͕͘ ŽŽůŝŶŐ͕
ϮϬϬϵͿ͘ ,ĞƌĂůĚĞĚ ƉƌŽũĞĐƚƐ ůŝŬĞ ƚŚĞ ,ŝŐŚ >ŝŶĞ ŝŶ EĞǁ zŽƌŬ
ŚĂǀĞ ŶŽǁ ďĞĐŽŵĞ ĐĂƵƚŝŽŶĂƌLJ ƚĂůĞƐ͕ ĂƐ ĚŝƐƉůĂĐĞŵĞŶƚ ĂŶĚ
ƵŶĂĨĨŽƌĚĂďŝůŝƚLJ ŚĂǀĞ ĚĞĞƉĞŶĞĚ ĂƐ Ă ƌĞƐƵůƚ ŽĨ ŝŶǀĞƐƚŵĞŶƚ
ŝŶ ǁŚĂƚ Ăůů ĂŐƌĞĞ ŝƐ Ă ǁŽŶĚĞƌĨƵů ƉĂƌŬ͘ tĞ ŶĞĞĚ ƚŽ ĚĞǀĞůŽƉ
ĂŶĚ ĂƉƉůLJ ŶĞǁ ŵĞĐŚĂŶŝƐŵƐ ĨŽƌ ƐƉƌĞĂĚŝŶŐ ĨĂŝƌůLJ ƚŚĞ ĐŽůͲ
Ϯ
ůĞĐƚŝǀĞ ďĞŶĞĨŝƚƐ ŽĨ ƵƌďĂŶ ŶĂƚƵƌĞ͕ ĂŶĚ ĚĂŵƉĞŶŝŶŐ ƚŚĞŝƌ ƵŶͲ
ŝŶƚĞŶĚĞĚ ĐŽŶƐĞƋƵĞŶĐĞƐ͕ ĨŽƌ ĞdžĂŵƉůĞ ƚŚƌŽƵŐŚ ŶĞǁ ŵĞĐŚͲ
ĂŶŝƐŵƐ ĂŝŵĞĚ Ăƚ ǀĂůƵĞ ĐĂƉƚƵƌĞ ĂŶĚ ƉůĂŶŶŝŶŐ ƚŽŽůƐ ƐƵĐŚ ĂƐ
ŶĞŝŐŚďŽƌŚŽŽĚ ďĞŶĞĨŝƚ ĂŐƌĞĞŵĞŶƚƐ͘
dŚĞ ǀŝƐŝŽŶ ŽĨ ŝŽƉŚŝůŝĐ ŝƚŝĞƐ ĐĂŶ ĂŶĚ ŵƵƐƚ ďĞ ŚĂƌͲ
ŶĞƐƐĞĚ ƚŽǁĂƌĚ ƚŚĞ ũŽŝŶƚ ŐŽĂůƐ ŽĨ ŶĂƚƵƌĞͲĐŽŶŶĞĐƚŝŽŶ ĂŶĚ
ƉŽǀĞƌƚLJͲƌĞĚƵĐƚŝŽŶ͘ tĞ ĐĂŶ ĂŶĚ ŵƵƐƚ ĐŽŶĨƌŽŶƚ ƚŚĞ ƉĂƌĂͲ
ĚŽdž ƚŚĂƚ ŵĂŶLJ ŽĨ ŽƵƌ ŵŽƐƚ ŶĂƚƵƌĞĨƵů ĐŝƚŝĞƐ ŝŶ ƚŚĞ ŶŽƌƚŚͲ
ĞƌŶ ,ĞŵŝƐƉŚĞƌĞ ƐƵƐƚĂŝŶ ƚŚĞŵƐĞůǀĞƐ ĨƌŽŵ ŐůŽďĂů ƌĞƐŽƵƌĐĞ
ĨůŽǁƐ ƚŚĂƚ ŝŶĨůŝĐƚ ĐŽŶƐŝĚĞƌĂďůĞ ĚĂŵĂŐĞ ŽŶ ĨĂƌͲĂǁĂLJ ŶĂͲ
ƚƵƌĞ͘ hƌďĂŶ ĂƌĞĂƐ ŽĨ ƚŚĞ ĨƵƚƵƌĞ ŵƵƐƚ ĐĂƌĞ ĂďŽƵƚ ĂŶĚ ƉƌŽͲ
ƚĞĐƚ ĚŝƐƚĂŶƚ ŶĂƚƵƌĞ ĂƐ ǁĞůů ĂƐ ŶĂƚƵƌĞ ǁŝƚŚŝŶ ƚŚĞŝƌ ďŽƌĚĞƌƐ͘
>ŝŬĞůLJ ĂĐƚŝŽŶƐ ĐŽƵůĚ ŝŶĐůƵĚĞ ƐƵƉƉŽƌƚ ;ĨŝŶĂŶĐŝĂů ĂŶĚ ŽƚŚͲ
ĞƌǁŝƐĞͿ ĨŽƌ ďŝŽƉŚŝůŝĐ ĐŝƚLJ ƉůĂŶŶŝŶŐ ŝŶ ŽƚŚĞƌ ƉĂƌƚƐ ŽĨ ƚŚĞ
ǁŽƌůĚ͕ ĂŶĚ ƚƌĂĚĞ ĂŐƌĞĞŵĞŶƚƐ ĂŶĚ ƉƵƌĐŚĂƐŝŶŐ ĚĞĐŝƐŝŽŶƐ
ƚŚĂƚ ƌĞĨůĞĐƚ ďŝŽƉŚŝůŝĐ ĞƚŚŝĐƐ ;ĂŶŽƚŚĞƌ ĚŝŵĞŶƐŝŽŶ ŽĨ ǁŚĂƚ
ǁĞ ŵŝŐŚƚ ĐĂůů Ă ͞ũƵƐƚ ďŝŽƉŚŝůŝĂ͟Ϳ͘
dŚĞƌĞ ĂƌĞ ĨĞǁ ǀŝƐŝŽŶƐ ĨŽƌ ĨƵƚƵƌĞ ĐŝƚŝĞƐ ĂƐ ĐŽŵƉĞůůŝŶŐ
ĂŶĚ ĂƐ ĂƉƉĞĂůŝŶŐ ĂƐ ƚŚĂƚ ŽĨ ŝŽƉŚŝůŝĐ ŝƚŝĞƐ͘ ŽŶĐĞƉƚƐ ƐƵĐŚ
ĂƐ ƐƵƐƚĂŝŶĂďŝůŝƚLJ ĂŶĚ ƌĞƐŝůŝĞŶĐĞ ĂƌĞ ŝŵƉŽƌƚĂŶƚ͕ ďƵƚ ǁĞ
ŵƵƐƚ ĂůƐŽ ĞŶǀŝƐŝŽŶ ĂŶĚ ĚƌĞĂŵ ŽĨ ;ƚŽ ƉĂƌĂƉŚƌĂƐĞ dŚŽŵĂƐ
ĞƌƌLJ͕ ϭϵϵϬͿ ƚŚĞ ŬŝŶĚƐ ŽĨ ƉůĂĐĞƐ ǁĞ ǁĂŶƚ ƚŽ ůŝǀĞ ŝŶ͕ ƌĂŝƐĞ
ĐŚŝůĚƌĞŶ ŝŶ͕ ĂŶĚ ŐƌŽǁ ŽůĚ ŝŶ͘ EĂƚƵƌĞ ŝŶ Ăůů ŝƚƐ ĨŽƌŵƐ ǁŝůů ďĞ
ƚŚĞ ĐĞŶƚĞƌƉŝĞĐĞ ŽĨ Ă ŶĞǁ ŐůŽďĂů ƵƌďĂŶŝƐŵ ƚŚĂƚ ůĞĂĚƐ ƚŽ
ŚĞĂůƚŚŝĞƌ ƉĞŽƉůĞ ĂŶĚ ŚĞĂůƚŚŝĞƌ ƐŽĐŝĞƚŝĞƐ͘
ŽŶĨůŝĐƚ ŽĨ /ŶƚĞƌĞƐƚƐ
dŚĞ ĂƵƚŚŽƌ ĚĞĐůĂƌĞƐ ŶŽ ĐŽŶĨůŝĐƚ ŽĨ ŝŶƚĞƌĞƐƚƐ͘
ZĞĨĞƌĞŶĐĞƐ
ĞĂƚůĞLJ͕ d͘ ;ϮϬϭϭͿ͘ ŝŽƉŚŝůŝĐ ĐŝƚŝĞƐ͗ /ŶƚĞŐƌĂƚŝŶŐ ŶĂƚƵƌĞ ŝŶƚŽ
ƵƌďĂŶ ĚĞƐŝŐŶ ĂŶĚ ƉůĂŶŶŝŶŐ͘ tĂƐŚŝŶŐƚŽŶ͕ ͗ /ƐůĂŶĚ
WƌĞƐƐ͘
ĞĂƚůĞLJ͕ d͘ ;ϮϬϭϰͿ͘ ůƵĞ ƵƌďĂŶŝƐŵ͗ džƉůŽƌŝŶŐ ĐŽŶŶĞĐƚŝŽŶƐ
ďĞƚǁĞĞŶ ĐŝƚŝĞƐ ĂŶĚ ŽĐĞĂŶƐ͘ tĂƐŚŝŶŐƚŽŶ͕ ͗ /ƐůĂŶĚ
WƌĞƐƐ͘
ĞĂƚůĞLJ͕ d͘ ;ϮϬϭϳͿ͘ ,ĂŶĚŬ ŽĨ ďŝŽƉŚŝůŝĐ ĐŝƚLJ ƉůĂŶŶŝŶŐ
ĂŶĚ ĚĞƐŝŐŶ͘ tĂƐŚŝŶŐƚŽŶ͕ ͗ /ƐůĂŶĚ WƌĞƐƐ͘
ĞƌŵĂŶ͕ D͘ '͕͘ :ŽŶŝĚĞƐ͕ :͕͘ Θ <ĂƉůĂŶ͕ ^͘ ;ϮϬϬϴͿ͘ dŚĞ ĐŽŐŶŝͲ
ƚŝǀĞ ďĞŶĞĨŝƚƐ ŽĨ ŝŶƚĞƌĂĐƚŝŶŐ ǁŝƚŚ ŶĂƚƵƌĞ͘ WƐLJĐŚŽůŽŐŝĐĂů
^ĐŝĞŶĐĞ͕ ϭϵ;ϭϮͿ͕ ϭϮϬϳʹϭϮϭϮ͘
ĞƌƌLJ͕ d͘ ;ϭϵϵϬͿ͘ dŚĞ ĚƌĞĂŵ ŽĨ ƚŚĞ ĂƌƚŚ͘ ^ĂŶ &ƌĂŶĐŝƐĐŽ͕
͗ ^ŝĞƌƌĂ ůƵď ŽŽŬƐ͘
ƌĂƚŵĂŶ͕ '͘ E͕͘ ,ĂŵŝůƚŽŶ͕ :͘ W͕͘ ,ĂŚŶ͕ <͘ ^͕͘ ĂŝůLJ͕ '͘ ͕͘
Θ 'ƌŽƐƐ͕ :͘ :͘ ;ϮϬϭϱͿ͘ EĂƚƵƌĞ ĞdžƉĞƌŝĞŶĐĞ ƌĞĚƵĐĞƐ ƌƵͲ
ŵŝŶĂƚŝŽŶ ĂŶĚ ƐƵďŐĞŶƵĂů ƉƌĞĨƌŽŶƚĂů ĐŽƌƚĞdž ĂĐƚŝǀĂƚŝŽŶ͘
WƌŽĐĞĞĚŝŶŐƐ ŽĨ ƚŚĞ EĂƚŝŽŶĂů ĐĂĚĞŵLJ ŽĨ ^ĐŝĞŶĐĞƐ͕
ϭϭϮ;ϮϴͿ͕ ϴϱϲϳʹϴϱϳϮ͘
hƌďĂŶ WůĂŶŶŝŶŐ͕ ϮϬϭϳ͕ sŽůƵŵĞ Ϯ͕ /ƐƐƵĞ ϰ͕ WĂŐĞƐ ϭʹϰ
ŝƚLJ ŽĨ EĞǁ zŽƌŬ͘ ;ϮϬϭϰͿ͘ Ğ ůĂƐŝŽ ĂĚŵŝŶŝƐƚƌĂƚŝŽŶ
ůĂƵŶĐŚĞƐ ĐŽŵŵƵŶŝƚLJ ƉĂƌŬƐ ŝŶŝƚŝĂƚŝǀĞ ƚŽ ďƵŝůĚ ŵŽƌĞ
ŝŶĐůƵƐŝǀĞ ĂŶĚ ĞƋƵŝƚĂďůĞ ƉĂƌŬ ƐLJƐƚĞŵ͘ dŚĞ KĨĨŝĐŝĂů tĞďͲ
ƐŝƚĞ ŽĨ ƚŚĞ ŝƚLJ ŽĨ EĞǁ zŽƌŬ͘ ZĞƚƌŝĞǀĞĚ ĨƌŽŵ ŚƚƚƉ͗ͬͬ
ǁǁǁϭ͘ŶLJĐ͘ŐŽǀͬŽĨĨŝĐĞͲŽĨͲƚŚĞͲŵĂLJŽƌͬŶĞǁƐͬϰϲϴͲϭϰͬĚĞ
ͲďůĂƐŝŽͲĂĚŵŝŶŝƐƚƌĂƚŝŽŶͲůĂƵŶĐŚĞƐͲĐŽŵŵƵŶŝƚLJͲƉĂƌŬƐͲŝŶŝ
ƚŝĂƚŝǀĞͲďƵŝůĚͲŵŽƌĞͲŝŶĐůƵƐŝǀĞͲĞƋƵŝƚĂďůĞ
ŽŽůŝŶŐ͕ ^͘ ;ϮϬϬϵͿ͘ ĐŽůŽŐŝĐĂů ŐĞŶƚƌŝĨŝĐĂƚŝŽŶ͗  ƌĞƐĞĂƌĐŚ
ĂŐĞŶĚĂ ĞdžƉůŽƌŝŶŐ ũƵƐƚŝĐĞ ŝŶ ƚŚĞ ĐŝƚLJ͘ /ŶƚĞƌŶĂƚŝŽŶĂů
:ŽƵƌŶĂů ŽĨ hƌďĂŶ ĂŶĚ ZĞŐŝŽŶĂů ZĞƐĞĂƌĐŚ͕ ϯϯ;ϯͿ͕
ϲϮϭʹϲϯϵ͘
<ĞůůĞƌƚ͕ ^͕͘ ,ĞĞƌǁĂŐĞŶ͕ :͕͘ Θ DĂĚŽƌ͕ D͘ ;ĚƐ͘Ϳ͘ ;ϮϬϬϴͿ͘ ŝŽͲ
ƉŚŝůŝĐ ĚĞƐŝŐŶ͗ dŚĞ ƚŚĞŽƌLJ͕ ƐĐŝĞŶĐĞ͕ ƉƌĂĐƚŝĐĞ ŽĨ ďƌŝŶŐŝŶŐ
ďƵŝůĚŝŶŐƐ ƚŽ ůŝĨĞ͘ ,ŽďŽŬĞŶ͕ E:͗ :ŽŚŶ tŝůĞLJ WƌĞƐƐ͘
<ĞůůĞƌƚ͕ ^͘ Θ tŝůƐŽŶ͕ ͘ K͘ ;ϭϵϵϱͿ͘ dŚĞ ďŝŽƉŚŝůŝĂ ŚLJƉŽƚŚĞƐŝƐ͘
tĂƐŚŝŶŐƚŽŶ͕ ͗ /ƐůĂŶĚ WƌĞƐƐ͘
ZŽĞ͕ :͘ :͕͘ dŚŽŵƉƐŽŶ͕ ͘ t͕͘ ƐƉŝŶĂůů͕ W͘ ͕͘ ƌĞǁĞƌ͕ D͘
:͕͘ ƵĨĨ͕ ͘ /͕͘ DŝůůĞƌ͕ ͕͘ ͘ ͘ ͘ ůŽǁ͕ ͘ ;ϮϬϭϯͿ͘ 'ƌĞĞŶ
ƐƉĂĐĞ ĂŶĚ ƐƚƌĞƐƐ͗ ǀŝĚĞŶĐĞ ĨƌŽŵ ĐŽƌƚŝƐŽů ŵĞĂƐƵƌĞƐ ŝŶ
ĚĞƉƌŝǀĞĚ ƵƌďĂŶ ĐŽŵŵƵŶŝƚŝĞƐ͘ /ŶƚĞƌŶĂƚŝŽŶĂů :ŽƵƌŶĂů
ŽĨ ŶǀŝƌŽŶŵĞŶƚĂů ZĞƐĞĂƌĐŚ ĂŶĚ WƵďůŝĐ ,ĞĂůƚŚ͕ ϭϬ;ϵͿ͕
ϰϬϴϲʹϰϭϬϯ͘
dŚĞ EĂƚƵƌĞ ŽŶƐĞƌǀĂŶĐLJ͘ ;ϮϬϭϲͿ͘ WůĂŶƚŝŶŐ ŚĞĂůƚŚLJ
Ăŝƌ͗  ŐůŽďĂů ĂŶĂůLJƐŝƐ ŽĨ ƚŚĞ ƌŽůĞ ŽĨ ƵƌďĂŶ ƚƌĞĞƐ ŝŶ
ĂĚĚƌĞƐƐŝŶŐ ƉĂƌƚŝĐƵůĂƚĞ ŵĂƚƚĞƌ ƉŽůůƵƚŝŽŶ ĂŶĚ ĞdžƚƌĞŵĞ
ŚĞĂƚ͘ ƌůŝŶŐƚŽŶ͕ s͗ dŚĞ EĂƚƵƌĞ ŽŶƐĞƌǀĂŶĐLJ͘ ZĞͲ
ƚƌŝĞǀĞĚ ĨƌŽŵ ŚƚƚƉƐ͗ͬͬƚŚŽƵŐŚƚͲůĞĂĚĞƌƐŚŝƉͲƉƌŽĚƵĐƚŝŽŶ͘
Ɛϯ͘ĂŵĂnjŽŶĂǁƐ͘ĐŽŵͬϮϬϭϲͬϭϬͬϮϴͬϭϳͬϭϳͬϱϬͬϬϲϭϱϳϴϴ
ďͲϴĞĂĨͲϰďϰĨͲĂϬϮĂͲϴϴϭϵĐϲϴϮϳϴĞĨͬϮϬϭϲϬϴϮϱͺW,ͺZĞ
ƉŽƌƚͺ&/E>͘ƉĚĨ
dƵƚƚůĞ͕ D͘ ;ϮϬϭϱͿ͘ dŚĞ ƐĞĐƌĞƚ ůŝǀĞƐ ŽĨ ďĂƚƐ͗ DLJ ĂĚǀĞŶͲ
ƚƵƌĞƐ ǁŝƚŚ ƚŚĞ ǁŽƌůĚ͛Ɛ ŵŽƐƚ ŵŝƐƵŶĚĞƌƐƚŽŽĚ ŵĂŵŵĂůƐ͘
ŽƐƚŽŶ͗ ,ŽƵŐŚƚŽŶ DŝĨĨůŝŶ ,ĂƌĐŽƵƌƚ͘
tĂŶŐ͕ ,͕͘ dƐƵŶĞƚƐƵŐƵ͕ z͕͘ Θ ĨƌŝĐĂ͕ :͘ ;ϮϬϭϱͿ͘ ^ĞĞŝŶŐ ƚŚĞ
ĨŽƌĞƐƚ ĨŽƌ ƚŚĞ ƚƌĞĞƐ͘ ,ĂƌǀĂƌĚ ĞƐŝŐŶ DĂŐĂnjŝŶĞ͕ ϰϬ͘
ZĞƚƌŝĞǀĞĚ ĨƌŽŵ ŚƚƚƉ͗ͬͬǁǁǁ͘ŚĂƌǀĂƌĚĚĞƐŝŐŶŵĂŐĂnjŝŶĞ͘
ŽƌŐͬŝƐƐƵĞƐͬϰϬͬƐĞĞŝŶŐͲƚŚĞͲĨŽƌĞƐƚͲĨŽƌͲƚŚĞͲƚƌĞĞƐ
tĞŝŶƐƚĞŝŶ͕ E͕͘ WƌnjLJďLJůƐŬŝ͕ ͘ <͕͘ Θ ZLJĂŶ͕ Z͘ D͘ ;ϮϬϬϵͿ͘
ĂŶ ŶĂƚƵƌĞ ŵĂŬĞ ƵƐ ŵŽƌĞ ĐĂƌŝŶŐ͍ ĨĨĞĐƚƐ ŽĨ ŝŵŵĞƌͲ
ƐŝŽŶ ŝŶ ŶĂƚƵƌĞ ŽŶ ŝŶƚƌŝŶƐŝĐ ĂƐƉŝƌĂƚŝŽŶƐ ĂŶĚ ŐĞŶĞƌŽƐͲ
ŝƚLJ͘ WĞƌƐŽŶĂůŝƚLJ ĂŶĚ ^ŽĐŝĂů WƐLJĐŚŽůŽŐLJ ƵůůĞƚŝŶ͕ ϯϱ;ϭϬͿ͕
ϭϯϭϱʹϭϯϮϵ͘
tŝůƐŽŶ͕ ͘ K͘ ;ϭϵϴϰͿ͘ ŝŽƉŚŝůŝĂ͘ ĂŵďƌŝĚŐĞ͕ D͗ ,ĂƌǀĂƌĚ
hŶŝǀĞƌƐŝƚLJ WƌĞƐƐ͘
ĞůĞŶƐŬŝ͕ :͘ D͕͘ ŽƉŬŽ͕ Z͘ >͕͘ Θ ĂƉĂůĚŝ͕ ͘ ͘ ;ϮϬϭϱͿ͘ ŽͲ
ŽƉĞƌĂƚŝŽŶ ŝƐ ŝŶ ŽƵƌ ŶĂƚƵƌĞ͗ EĂƚƵƌĞ ĞdžƉŽƐƵƌĞ ŵĂLJ ƉƌŽͲ
ŵŽƚĞ ĐŽŽƉĞƌĂƚŝǀĞ ĂŶĚ ĞŶǀŝƌŽŶŵĞŶƚĂůůLJ ƐƵƐƚĂŝŶĂďůĞ
ďĞŚĂǀŝŽƌ͘ :ŽƵƌŶĂů ŽĨ ŶǀŝƌŽŶŵĞŶƚĂů WƐLJĐŚŽůŽŐLJ͕ ϰϮ͕
Ϯϰʹϯϭ͘
ϯ
ďŽƵƚ ƚŚĞ ƵƚŚŽƌ

dŝŵŽƚŚLJ ĞĂƚůĞLJ ŝƐ ƚŚĞ dĞƌĞƐĂ ,ĞŝŶnj WƌŽĨĞƐƐŽƌ ŽĨ ^ƵƐƚĂŝŶĂďůĞ ŽŵŵƵŶŝƚŝĞƐ͕ ŝŶ ƚŚĞ ĞƉĂƌƚŵĞŶƚ ŽĨ hƌͲ
ďĂŶ ĂŶĚ ŶǀŝƌŽŶŵĞŶƚĂů WůĂŶŶŝŶŐ͕ ^ĐŚŽŽů ŽĨ ƌĐŚŝƚĞĐƚƵƌĞ Ăƚ ƚŚĞ hŶŝǀĞƌƐŝƚLJ ŽĨ sŝƌŐŝŶŝĂ͕ ǁŚĞƌĞ ŚĞ ŚĂƐ
ƚĂƵŐŚƚ ĨŽƌ ƚŚĞ ůĂƐƚ ƚǁĞŶƚLJͲĨŝǀĞ LJĞĂƌƐ͘ DƵĐŚ ŽĨ ĞĂƚůĞLJ͛Ɛ ǁŽƌŬ ĨŽĐƵƐĞƐ ŽŶ ƚŚĞ ƐƵďũĞĐƚ ŽĨ ƐƵƐƚĂŝŶĂďůĞ
ĐŽŵŵƵŶŝƚŝĞƐ͕ ĂŶĚ ĐƌĞĂƚŝǀĞ ƐƚƌĂƚĞŐŝĞƐ ďLJ ǁŚŝĐŚ ĐŝƚŝĞƐ ĂŶĚ ƚŽǁŶƐ ĐĂŶ ĨƵŶĚĂŵĞŶƚĂůůLJ ƌĞĚƵĐĞ ƚŚĞŝƌ ĞĐŽͲ
ůŽŐŝĐĂů ĨŽŽƚƉƌŝŶƚƐ͕ ǁŚŝůĞ Ăƚ ƚŚĞ ƐĂŵĞ ƚŝŵĞ ďĞĐŽŵŝŶŐ ŵŽƌĞ ůŝǀĂďůĞ ĂŶĚ ĞƋƵŝƚĂďůĞ ƉůĂĐĞƐ͘ ĞĂƚůĞLJ ďĞůŝĞǀĞƐ
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 and Adoles
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Journal of Child & Adolescent

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Profice, et al., J Child Adolesc Behav 2016, 4:6
Behavior DOI: 10.4172/2375-4494.1000320
Jo

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ISSN: 2375-4494

Research Article Open Access

Children and Nature in Tukum Village: Indigenous Education and

Biophilia
Christiana Profice*, Gabriel Moreira Santos and Nathane Almeida dos Anjos
Universidade Estadual de Santa Cruz Ilheus, Bahia, Brazil
*Corresponding author: Christiana Profice, Universidade Estadual de Santa Cruz Ilheus, Bahia, Brazil, Tel: +1 9296001430; E-mail: FFSUR‫ٽ‬FH#XHVFEU
Received date: Oct 24, 2016, Accepted date: Nov 11, 2016, Published date: Nov 18, 2016
Copyright: © 2016 Profice C, et al. This is an open-access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted
use, distribution, and reproduction in any medium, provided the original author and source are credited.

Abstract

Objective: Currently there is a consensus that the actual environmental crisis is resulting from intensive human
appropriation of the environment and its creatures and processes. These disconnect between people and nature,
characteristic of Western urban culture, also generates consequences on children's quality of life. The general
objective of this study is to access indigenous children's environmental perception in its cognitive and affective
aspects. In this direction we highlight the role of indigenous school practices in the improvement of biophilia and
environmental awareness.

Methods: Our qualitative survey adopt a multimethod approach that access children environmental perception
from drawing sessions and interviews. The participants are 15 students and their teacher from the Tukum School,
one of the 10 indigenous schools from the Tupinambá of Olivença visited in our research from 2014 to 2016. The
Tupinambá community is located in Ilhéus, Bahia in Northeast region of Brazil.

Results: Our results demonstrate that daily life in natural environments promoted both by culture and by
indigenous school promote biophilia and, consequently, environmental awareness among children. The drawings
also proved to be a suitable tool to access the feelings and children's knowledge about nature.

Conclusion: Western education model that promoted the gap between children and nature can take inspiration
in indigenous education in order to promote biophilia and the prevention of health and mental problems among
urban children.

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Making Children’s Environments “R.E.D.”: Restorative Environmental Design and Its

Relationship to Sustainable Design

Tori Derr, University of Colorado Program in Environmental Design

Stephen Kellert, Yale University

Paper Submitted for Environmental Design Research Association Conference 2013

Introduction

Our planet is changing rapidly, largely from human-driven causes: climate change,

large scale extinctions, and toxic environments stem from a human disconnection from

nature. The built sector alone is thought to be responsible for nearly half the emissions that

result in global warming (Architecture-2030, 2011). Yet architecture and planning can

make a significant contribution to more sustainable societies. They can also help create

restorative environments, which not only minimize environmental impacts but also help to

rebuild human connections to the natural world. These impacts are particularly significant

in the design of children’s environments: children receive many positive developmental

benefits from contact with nature (e.g., Chawla, 1998; Kellert, 2005; Kirkby, 1989; Fjørtoft

2001; Faber Taylor & Kuo 2006; Pretty, Angus, Bain, Barton, Gladwell, Hine 2009) and at

the same time are one of the most vulnerable sectors of the population to both current

risks from unhealthy buildings (Wargo, 2010) and future health risks from a degraded

planet (Steingraber, 2011).

In recent years, many green building rating systems and certification criteria have

been developed for sustainable design. In the United States, the Leadership in Energy and

Environmental Design (LEED) Green Building Rating Systems has become the most

common rubric for evaluating sustainable design features. Similarly, BREEAM (Building

Research Establishment Environmental Assessment Method) based in the UK is widely

1
used internationally. And while these frameworks are a useful starting point for designing

more sustainable buildings, they are not all inclusive. Missing from these frameworks are

assessments of building toxicity and health impacts, particularly with children (Chambers,

2011; Wargo, 2010), comprehensive use of life cycle assessments in energy, water and

materials accounting (Chambers, 2011; Trusty & Horst, 2002), some social and economic

indicators (Day, 2003) as well as criteria that promote the connection to and

understanding of nature in the built environment (Chambers, 2011; Kellert, 2005; Kellert,

Heerwagen & Mador, 2008; Moore & Cooper Marcus, 2008). While much of the built

environment in recent history has failed to provide a positive and satisfying connection to

nature (Kellert, 2005), this paper explores two case studies that rebuild these connections

through their design of children’s environments.

Restorative Environmental Design

The theory of biophilia suggests that humans have an inherent need to affiliate

with nature and that these affiliations are important in facilitating people’s physical and

mental health and well-being (Heerwagen, 2009; Kellert, 2005; Wilson, 1984). When

nature and natural processes are incorporated into the built environment, this is called

biophilic design. Natural building (e.g., Day, 2004; Pearson, 2005), ecological design (e.g.,

Van der Ryn & Cowen, 1995; Todd, 2005) and biomimicry (Benyus, 1997) are also

approaches to design that build on the principles and processes of nature. Biophilic design

shares much in common with these other approaches to design in that it learns from and

celebrates the beauty, wonder, and intelligence offered from the natural world.

Restorative environmental design brings together the ideas of sustainable design,

such as reducing carbon footprints and sourcing local, sustainably produced materials,

2
with biophilic design, which fosters the human connection to nature through the built

environment (Table 1).

Table 1: Comparison of sustainable design and biophilic design features

Type of Sustainable design Biophilic design counterpart
Resource feature
Materials Retrofitting or using Natural materials
recycled materials (e.g.,
recycled wood flooring) Natural shapes, forms or features

High thermal mass Transformability

Low embodied energy

Natural building materials

(e.g., cob, straw bale,
sustainably harvested
wood)
Water Water treatment and Direct nature (e.g., constructed
recycling wetlands or ponds)

Rainwater collection
Energy Renewable energy Varied light patterns

Passive solar

Daylighting Natural light

Local labor Connection to place

Land & Minimizing land Ecological connection to place

Ecosystems disturbance, working with
natural land forms and Direct exposure to plants and
processes animals

Green roofs and vertical Evoking nature through natural

gardens shapes, forms, and features

Transformability
The two case studies presented in this paper were selected from a review of 26

children’s environments, including schools, museums, nature centers, parks and

playgrounds, and hospitals all of which feature sustainable and biophilic design elements.

3
The two cases presented herein were selected because they most completely illustrated

sustainable and biophilic design through the diversity of materials, systems, and

approaches to design employed (Table 2). Case Studies were developed through

interviews and document review.

Table 2. Restorative Environmental Design Features of Case Studies

Case Study Type of Sustainability features Biophilic features
Children’s
Environment
Madison Children’s 9 Adaptive reuse 9 Natural materials in
Children’s museum 9 Sustainable, reused, construction
Museum and local materials 9 Natural materials in
Madison, 9 Low embodied energy exhibits
Wisconsin 9 Photovoltaics 9 Natural lighting
9 Daylighting 9 Transformability of
Kubala 9 Green roof indoor and outdoor
Washatko 9 Rainwater collection spaces
Architects 9 Natural linoleum and 9 Direct exposure to
recycled wood plants, animals, water
floorings 9 Natural forms and
9 Non toxic materials motifs
(e.g., no or low VOC 9 Colors from a nature-
paints) based palette
9 Local labor 9 Connection to
ecological and cultural
place
IslandWood Outdoor 9 LEED Gold 9 Natural materials in
Bainbridge Learning 9 Recycled wood, tiles, construction
Island, Center carpets, countertops, 9 Natural materials in
Washington rugs curriculum
9 Renewable resources, 9 Natural lighting
Mithun such as wood, cork, 9 Transformability of
Architects + bamboo indoor and outdoor
Designers + 9 Strawbale construction spaces
Planners 9 Low embodied energy 9 Direct exposure to
9 Renewable energy plants, animals, water
9 Composting toilets 9 Natural forms and
9 Living machine for on- motifs
site wastewater 9 Colors from a nature-
treatment based palette
9 Connection to
ecological place

4
Case 1: Madison Children’s Museum, Madison, Wisconsin

The Madison Children’s Museum embraced the philosophy that “the greenest

building is one that already exists” (Madison Children’s Museum, 2010) through its playful

and adaptive reuse of the former Montgomery Ward’s department building in downtown

Madison. Ready access to public transportation was a factor in initially choosing the site, to

facilitate access via alternative transportation. While the retrofit was completed in 2010,

sustainability and toxin-free exhibitry have been part of the museum’s guidelines since

1996. Attention to the potential toxicity of materials is particularly significant for a

children’s museum. Young children touch more surfaces and have greater hand-to-mouth

exchanges than any other sector of the population. This places them at much higher risk

when exposured to toxic environments (Steingraber, 2011; Wargo, 2010). Children’s

museums by design provide an environment for children to engage with materials, further

magnifying the potential exposure to hazardous chemicals if present in the environment.

The Madison Children’s Museum built on their existing principles of sustainability

and toxin-free exhibitry for the retrofit by striving to use the least amount of resources and

finding creative ways to rebuild and recycle materials. In addition to the adaptive reuse of

the department store, they also restored and relocated an 1830’s log cabin to the property.

Among the sustainability features are use of wind and photovoltaics for energy production;

use of natural, non-toxic, and locally harvested materials, such as a recycled gymnasium

flooring from a Milwaukee school; and rainwater harvesting on the rooftop garden. As

much as possible, the museum also sourced materials and labor entirely from Wisconsin

5
and primarily in close proximity or within the city limits. Many of the exhibits embrace the

ideas of reuse and recycling, such as the “Hodgepodge Mahal,” a recycled and repurposed

slide and climbing structure made from various “found objects;” a “Refab Lab” containing

building blocks and tables made from old street signs; and a mosaic column decorated by

more than 13,000 children with bottle caps, broken glass, and found objects. A “solar

chicken” on the rooftop garden made from scrap metal uses solar energy to “lay” an egg in

order to teach about the sun’s potential for energy production as well as where food comes

from. Similarly, a rooftop wind turbine was constructed from recycled bicycle parts and

uses its energy to pump rainwater. These examples all embrace the idea of “architecture as

pedagogy” proposed by David Orr (1999). Simple, visible, easily understood exhibits and

functional design all help visitors understand the museum’s mission of sustainability. This

is further developed through the museum’s “green scavenger hunt:” a self-directed tour of

various exhibits with background about the design and function of various “green” exhibits

and features (MCM, 2010).

The museum also weaves many biophilic features into its exhibitry and design.

Children experience nature directly through the rooftop garden, which features a child-

scaled chicken coop, green archway and gardens, pond and rainwater harvesting system,

and animal clubhouse with animals fed from locally harvested foods. The rainwater

harvesting system is transparent and easily understood even by young children. The

building itself provides many forms of natural lighting as well as natural ventilation. Use of

many types of natural materials and colors soften the interior spaces as well: earthen pods

for climbing or hiding inside, live plants, chairs and climbing structures from recycled

wood, stone and wood flooring and details, colorful hanging butterflies, a tree trunk slide,

6
and a climbing structure modeled after animal rib bones, all provide myriad types of

indirect interaction with natural materials and forms. In addition, the museum fosters

connection to ecological and cultural place through a mural of downtown Madison through

the four seasons, educational use of the historic log cabin, views of the downtown from the

rooftop garden, “barn boards” constructed from two fallen Wisconsin barns, and local

materials such as locally harvested tree cross sections affixed to an entire wall. Benches

throughout the museum were hand-crafted by University of Wisconsin-Madison

woodworking students (MCM, 2010).

The “Wildernest” is an interactive exhibit designed for children under age 5, with

abundant day light, colors from a nature-based palette, circular forms, and cubbies filled

with loose parts from nature. Willow furniture, tree motifs and natural log supports, and a

variety of earthen “homes” are available for children to climb through and nestle into.

Similarly the art studio organizes materials in woven baskets, provides natural lighting,

curved walls, and wooden seating and flooring. Natural materials are available for child-

driven artistic creations. Most children’s museums are designed to be transformable. The

Madison Children’s Museum is perhaps unique in its use of natural materials to foster

children’s transformations and interactions with space.

It is uncommon to find an urban retrofit of a department store that also successfully

incorporates many biophilic features. The Madison Children’s Museum was able to do both

through its ideas of local sourcing, found materials from nearby nature, and understanding

and enhancing their local ecology and history. Because so many of the features are

incorporated from Wisconsin materials, the museum also helps foster the idea that people,

7
the urban environment, and nature all fit together through a complex web of design found

in the museum.

Case 2: IslandWood, Bainbridge Island, Washington

Located on Bainbridge Island, off the coast of Seattle, Washington, the 255 acre

outdoor learning center IslandWood fosters experiential learning and showcases

sustainable practices through its building design and creative use of a variety of renewable

resources. Because of its location and organizational mission to “inspire lifelong

environmental and community stewardship,” it embodies biophilic design as well.

The entire campus is devoted to sustainability, with many buildings or even

classrooms highlighting a different approach to sustainable design or resource re-use.

Buildings are constructed with a variety of materials, including strawbale, salvaged wood,

and locally harvested wood from the property. Interiors are built with a variety of recycled

materials. In the educational studios, each of the classrooms features a different renewable

or recycled resource, such as cork, bamboo or recycled concrete. Natural lighting and

ventilation are incorporated into all the buildings. In addition, the campus includes solar

meadows, aiding the photovoltaics for energy production; solar panels for pre-heating

water; and a Living Machine with constructed wetlands that treats wastewater on-site

(IslandWood, 2011). While these features contribute to the sustainability of the site, they

also largely work with natural materials and processes, thus providing an excellent

example of restorative environmental design.

Biophilic features include the extensive use of natural materials, natural forms and

motifs, and direct exposure to nature. Natural forms and motifs are incorporated

8
throughout building interiors, such as a fireplace that mimics the geological layering of

sediments, with a 500 million year old nautilus embedded in it; fish motifs in bathrooms,

reminding visitors that all water eventually goes back to nature; and bunk beds and ladders

from hand carved wood. Window nooks are included in the bunks of sleeping lodges,

allowing natural lighting as well as a direct experience of nature and night sky-watching. A

stand-alone tree house overlooks a bog on the campus. Children participated in the design

of this playful building. One of the interactive features of the tree house is window portals

that allow children to reach out and touch tree branches outside the house. Because so

many features are local and natural, the entire campus evokes the spirit of place that is also

an important component of biophilic design (Kellert, 2008).

Curricula and programs foster a connection to cultural as well as ecological place,

providing a history of land use from Native American to European settlement. In addition

to more traditional outdoor learning, students learn to compost their food, weighing it each

meal to quantify the waste, and measure and identify sounds on the campus. The recent

construction of the Learning Tree outdoor classroom provides a more accessible tree house

for people with disabilities. While much of the experience at IslandWood occurs directly in

nature, the building design bridges the indoors and outdoors seamlessly.

Conclusion

As these case studies show, there are a variety of ways to implement restorative

environmental design. Each case responds to its unique site conditions, local history and

ecology, and needs and interests of the users, yet each fosters a rich connection to nature

through the design of both interior and exterior spaces. These cases also demonstrate how

restorative environmental design works best when it bridges low-impact features and

9
technologies with the larger ecological system of which each building is a part. This

integrity of design fosters in children a direct connection to place and the larger ecological

world. By bringing low-impact technologies together with design that celebrates nature,

restorative environmental design has the potential to address the environmental needs for

sustainability with the equally important need to reconnect children to nature through

their daily lives. Many children who have experienced the restorative environments of

these case studies respond positively to them. Their stories suggest that these

environments may indeed foster a more sophisticated understanding of the natural world

and its processes, to greater or lesser degrees of consciousness. Future research with

children, educators, and families will help to verify the significance of these impacts.

Acknowledgements

The authors wish to thank Krista Lance, who assisted with initial research during case

study selection and Louise Chawla at the University of Colorado for valuable comments on

a draft of this manuscript. In addition, the authors thank Amy Mertz, Brenda Baker and the

Madison Children’s Museum; and Thatcher Heldring and IslandWood for their time and

assistance with preparation of case materials.

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13
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International Journal of Civil Engineering and Technology (IJCIET)
Volume 9, Issue 3, March 2018, pp. 187–192, Article ID: IJCIET_09_03_021
Available online at http://http://www.iaeme.com/ijciet/issues.asp?JType=IJCIET&VType=9&IType=3
ISSN Print: 0976-6308 and ISSN Online: 0976-6316

© IAEME Publication Scopus Indexed

NURTURING CHILDREN’S BIOPHILIA

THROUGH NATURE CONNECTEDNESS IN
SCHOOL BUILDINGS FOR A SUSTAINABLE
FUTURE
Ar. Sonali Walimbe and Ar. Shantanu Chitgopkar
Faculty of Architecture, Manipal Academy Of Higher Education, Manipal, India

ABSTRACT
Interacting with nature is essential for harmonious growth of an individual.
Children being sensitive towards the environment, in which they grow, leave a lasting
impression on their minds. The Built environment of children features a huge range of
educational buildings, from small nurseries to vast schools and university campuses in
which children spend over 1000 hours a year. Urbanization has shrunk a number of
green spaces within these educational settings compared to earlier days. This has led
towards children becoming disengaged from the natural environment and have
lessened their opportunities to play outdoors. This is one of the reasons that children
have lost appreciation of nature which is around them. Biophobia, an aversion to
nature may develop if children’s innate feelings towards nature are not flourished in
their early years by providing opportunities to interact with the natural
surroundings.Virtual nature experience diminishes the value of local natural
environments and reduces the future potential for protecting it. “Biophilia” is the
inherent human inclination to affiliate with nature that even in the modern world
continues to be critical to people’s physical health, mental health, and wellbeing.
Biophilic design enhances human well-being by fostering connections between people
and nature in the modern built environment.Through literature exploration, the paper
tries to focus on the need of creating an interconnection between life, nature and the
built environment of schools. Studies on the importance of biophilic design and
sustainability in school buildings have been enlisted and paper is concluded with the
aspects of biophilic building design that makes an impact on the psychological well-
being of children.
Key words: Biophilia, Biophilic Design, sustainability, learning environments
Cite this Article: Ar. Sonali Walimbe and Ar. Shantanu Chitgopkar, Nurturing
Children’s Biophilia Through Nature Connectedness in School Buildings for a
Sustainable Future. International Journal of Civil Engineering and Technology, 9(3),
2018, pp. 187-192.
http://www.iaeme.com/IJCIET/issues.asp?JType=IJCIET&VType=9&IType=3

http://www.iaeme.com/IJCIET/index.asp 187 editor@iaeme.com

 Ar. Sonali Walimbe and Ar. Shantanu Chitgopkar

1. INTRODUCTION
“School
 architecture
 needs
 to
 be
 radically
re‐thought, we
need 
to 
design
buildings 
 and 
landscapes that
resonate 
with our biological and aesthetic
sensibilities, because 
the 
ways students experience schools will forever shape their paths
on
this precious and fragile
planet.”
-
 Rena Upitis
From ages, nature has been the home for human beings. Today, we are at a critical
moment in our interaction with the planet with environmental issues at the forefront. 21st
century sees people forget the importance of nature and being connected it. The technological
advances and our modern lifestyles where we spend 90% of our lives indoors have led to
disconnect from our natural surroundings. (Evans & McCoy, 1998)
For achieving people’s physical and mental well-being in this modern urban society
contact with the natural environment is very important (Kellert, 2008, p. 4). The feeling of
responsibility towards protecting nature is diminishing due to disconnection with it (Schultz,
2002).This disconnection from the natural world in future may contribute to our planet’s
destruction.The Biophilia hypothesis (Kellert & Wilson, 1995) suggests that people have an
inherent love for nature and living things which can be learned, enhanced and experienced
(Simaika & Samways, 2010).This biophilia can act as a way of integrating Nature's own
characteristics, principles, and patterns into the immediate environment of human beings.
biophilic design is applicable to all kinds of buildings, where people live, work, or learn. For
architects and designers, biophilic design patterns can help in the incorporation of nature into
the human environment for creating spaces which are inspirational and restorative yet
functional.S. Kellert refers biophilia as "the missing link in sustainable design", which "aims
not only to reduce the harm that stems from the built environment but also to make the built
environment more pleasing, enjoyable and healthy" (Kellert et al., 2008).The study presented
tries to identify the kind of questions that need to be asked in order to understand which
aspects of the built school environment can foster children’s relationship with the natural
world and explores how the biophilic design features mediate the students’ relationships with
nature.

2. NEED TO UNDERSTAND CHILDREN AND THEIR CONTACT

WITH NATURE
Children are our future and raising an environmentally literate generation of problem solvers
will help ensure that tomorrow's decision-makers are prepared for the challenges they will
likely face. Children are inquisitive to know about the things around them. They have an
innate tendency to explore nature.(White & Stoecklin, 2008) have cited many sources
suggesting that the informal and naturalistic environments are the best for children where they
self-discover, adventure, and play. But, for most of the children, today real world is being
replaced by a virtual world, because of which they fail to see and understand the nature
around them leading to disconnection and lack of appreciation towards the natural world. The
experiences a child gets during his early childhood of being a part of nature gives form to his
attitudes and values which he would carry forward throughout his life (Kellert & Wilson,
1995).Regular positive interactions with nature will allow children to feel comfortable and
develop empathy with it and grow to love it. Disconnection from nature may develop
biophobia which may make children feel fear and discomfort against nature and disgust for
whatever is not manmade, managed or conditioned (Bixler & Morris)

http://www.iaeme.com/IJCIET/index.asp 188 editor@iaeme.com

 Nurturing Children’s Biophilia Through Nature Connectedness in School Buildings for a
Sustainable Future

3. WHY SCHOOL BUILDINGS?

With͓the͓rising͓concern͓for͓understanding environmental͓decline amongst children and
many studies concluding ͓that ͓children ͓have ͓less͓ access to wild͓spaces (Nabhan &
Trimble, 1995) and͓spend͓less͓time͓in͓nature (Louv,2010)͓it͓becomes necessary to͓
investigate how school͓design contributes͓to͓these͓concerns as they spend most of their
time in schools. Therefore it is important to study and determine which aspects of one
school’s built environment develop student’s relationships with the natural world (Dutt,
2012).Schools are the formative institutions where children spend͓thirty to͓thirty-five͓hours
each week in͓school͓buildings. Children͓learn͓about learning͓in͓school. The way of
learning for children is completely different than adults.Children’s environmental education
needs are to be designed to match children’s developmental needs, interests, abilities and
learning styles (Bredekamp & Copple, 1997).The school buildings in which children go act as
an influential maker of the child to learn. School͓buildings have͓the͓ability͓to͓support͓ and
foster occupants imaginations͓as well ͓as occupants connection͓to͓themselves, peers,to the
larger͓community,͓and also to͓the Immediate natural environment (Upitis, 2007).One͓
aspect͓of design that can͓influence ͓a͓sense͓of ͓place ͓and ͓our ͓relationship to͓the͓
natural͓world͓is “indoor-outdoor͓relationships” which͓is͓an͓area͓of͓school design that͓is͓
sometimes overlooked͓or͓minimized͓by͓school͓designers͓and͓educators(Taylor). The
School͓ building design has a great potential to͓help reconnect͓children to͓nature.
Implementing the biophilic design patterns can help in designing schools which can foster
positive connections ͓between͓children and ͓their ͓natural environment. Specific͓design͓
features͓that͓create͓indoor-outdoor͓relationships͓include͓transition zones͓between ͓
classrooms͓and ͓playground ͓areas ͓such ͓as͓ porches͓ or͓ features that͓provide͓
connection͓to͓the͓outdoors͓such͓as͓windows͓or͓interior͓living͓walls.

These͓aspects͓in͓schools͓are͓under-studied.͓In͓fact͓there͓is͓no͓empirical͓research ͓
that shows how͓indoor/outdoor ͓relationships͓in͓school͓buildings ͓affect͓students’͓
connection͓to͓nature. (Dutt, 2012)

4. UNDERSTANDING BIOPHILIA
We belive that humans have a connection and a reliance on nature that has been passed along
through evolution. Being in contact with nature is essential to human health and well-being.
Biophilia is the theory that humans have an innate or evolutionary-based affinity for
nature.Research has concluded that human well-being is enhanced through the
implementation of biophilic design as it connects people and nature in the modern built
environment.The implementing biophilic design has seen individuals interact with the
environment in physiological, cognitive, and psychological. The biophilic design incorporates
organic design and vernacular design principles to the interior and exterior architecture-an
approach towards sustainability. Instead of academically teaching children about nature and
their responsibilities towards it, by developing children’s biophilia, we can also develop their
love towards nature which automatically sensitizes them towards protecting it (Sobel, 2008).
Biophilia ͓and its͓need ͓to͓be ͓fostered ͓points ͓toward the͓importance͓of͓studying͓
schools͓and͓how school͓buildings ͓can͓support ͓or work against͓children’s͓relationship͓
to͓the͓natural͓world.

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 Ar. Sonali Walimbe and Ar. Shantanu Chitgopkar

5. BIOPHILIC DESIGN PATTERNS: IMPLEMENTATION IN SCHOOL

DESIGN
“A school is a place where one learns about the totality, the wholeness of life. Academic
excellence is absolutely necessary, but a school includes much more than that. It is a place
where both the teacher and the student explore, not only the outer world, the world of
knowledge, but also their own thinking, their own behavior”.- J. Krishnamurti
The experiencing of nature and human relationship can be broadly categorized through
three concepts as –nature in space, natural analogs and nature of the space. (Ryan, Browning,
Clancy, Andrews, & Kallianpurkar, 2014) .Nature in the space relates to the incorporation of
natural elements like sunlight, water and plants into the built environment.The experience of
nature in space can be implemented through the seven following patterns: Visual connection
with nature, Non-visual connection with nature, on-rhythmic sensory stimuli, Access to
thermal and airflow variability, Presence of water, Dynamic and diffuse light, and Connection
with natural systems.The use of biomorphic forms, natural materials, representational artwork
etc.which evoke nature come under the category of natural analogs.Human response to
different spaces is psychological and physiological due to a variety of spatial
configurations.These spaces drive the emotional and mental state of a human being that is the
way is referred as nature of the space.
Biophilic design patterns can be incorporated in various ways in school buildings which
enhance the well-being of the students and connect them to the natural environment.
-To enhance the exploratory nature of children outdoor learning areas can be integrated with
the indoor areas which incorporate a variety of species –flora and fauna into its landscape.
-For visual connections between the indoors and the natural outdoors, clear glass can be
used.This will strengthen the student connection with nature.
-Using indoor plants and living walls not only creates visual interest but also helps in
improving the indoor air quality and acts as a sound absorber to control acoustics within the
classroom.

6. SUSTAINABILITY AND BIOPHILIA

Sustainable design or ecological design is a philosophy of designing buildings to comply with
the principles of social, economic and ecological sustainability. The sustainable design
attempts to balances human needs along with the natural and cultural environments.Biophilic
design studies the impact of environmental qualities such as light, color, space, shape,
air,material and vegetation on human psychology and physiology.
The Biophilic design patterns can be integrated into Sustainable architecture design at
different stages of Facility Planning, Design, and Construction.Architecture helps to connect
physically and tangibly to people, nature, emotions etc simultaneously.
Sustainable architecture adapts to the natural form and environment and therefore
designed for functional harmony with the natural resources.Biophilia and sustainability can be
linked by ensuring that the site plan, design, and construction preserve and emphasize key
elements of the natural and cultural environments native to the site or region and are
renewable and environmentally sensitive.This encourages for sensing and experiencing the
resources in site and building design. By applying this knowledge to architecture, architects
and designers can mindfully manipulate space to improve the human experiences that occur
when interacting with these qualities.Understanding and implementing the knowledge of
biophilic design is evocative because it talks about the way architects and clients speak about

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 Nurturing Children’s Biophilia Through Nature Connectedness in School Buildings for a
Sustainable Future

sustainability.There is a fundamental human focus in the application of biophilic design to

address sustainability which is more tactile, emotional and experiential. Respecting the basic
principles of biophilia and sustainability will help us to design a building which is energy and
material efficient, which saves natural resources and enhances in socializing, productivity,
health, and well-being of its users.

7. DISCUSSION AND FUTURE DIRECTIONS

The significant amount of scientific research on the topic of biophilia in education clearly
illustrates that a strong connection to nature can enhance student’s cognitive, social and
psychological development. The purpose of defining these patterns is to articulate connections
between aspects of the built and natural environments and how people react to and benefit
from them.The vital objective of biophilic architecture is to outline its attributes and put them
into a clear and organized format for developers, planners, designers, and architects to learn
about the importance of connection to the natural environment in all their building
projects.Given͓these͓points͓this͓literature analysis͓proposes that͓school buildings can be
designed to mediate children’s͓ relationship with the͓natural͓world͓when they͓are͓inside͓
them.From an architectural perspective, with respect to school buildings, biophilic design
patterns have the potential to refocus the architects/designer’s attention on the links between
children, and their connection with the natural world.

8. CONCLUSIONS
This paper has attempted to present the foundation necessary for thinking more critically
about children’s connection with nature and how biophilic design patterns can be used as a
tool for improving and enhancing this built and unbuilt,natural and man-made connections in
the built environment.The body of literature cited here is part of a nascent effort to gather
evidence recording responses to nature experiences.It is͓intended͓to enlighten a͓broad͓
audience͓engaged͓with͓designing͓schools and ͓for͓those͓who͓ occupy schools every͓day.
As more of the world’s population shifts to urban settings, the need for biophilic design will
become more important. The application of biophilic design in buildings positively results in
physical, mental and behavioral benefits for school children. (Nabhan & Trimble, 1995)It͓is͓
hoped͓that͓this͓study͓will͓allow͓educators, architects,͓ school͓ board͓ administrators and
͓the͓general͓public͓to͓envision ͓how͓building͓design͓might be adjusted͓to͓enhance͓
student’s͓relationship͓with͓the͓natural͓world.͓School͓architecture͓might͓be͓more͓widely
͓appreciated͓and͓connections͓to͓the͓outdoors͓may͓be͓embedded in͓future͓school͓
design͓to͓facilitate͓stewardship. biophilic design patterns need not be thought as formulas
for designing buildings; they are meant to inform, guide and assist in the design process and
can be considered as another tool in the designer’s toolkit.

REFERENCES
[1] Bixler, R. D., & Morris, B. (n.d.). The Role of "Outdoor Capital" in the Socialization of
Wildland Recreationists.
[2] Bredekamp, S. e., & Copple, C. (1997). Developmentally Appropriate Practice in Early
Childhood Programs Serving Children From Birth Through Age 8 (3rd ed.). NAEYC.
[3] Dutt, I. (2012). School Design and Students' Relationships with the Natural World.
Children, Youth and Environments 22(1), 198-226.
[4] Evans, G. W., & McCoy, J. M. (1998). When buildings don't work: The role of
architecture in human health. Journal of Environmental Psychology, 85-94 .

http://www.iaeme.com/IJCIET/index.asp 191 editor@iaeme.com

 Ar. Sonali Walimbe and Ar. Shantanu Chitgopkar

[5] Kellert, S. R., & Wilson, E. O. (1995). The Biophilia Hypothesis. Island Press.
[6] Louv, R. (2010). Last Child in the Woods:Saving Our Children from Nature-Deficit
Disorder. Atlantic Books.
[7] Nabhan, G. P., & Trimble, S. (1995). The Geography of Childhood: Why Children Need
Wild Places.
[8] Ryan, C. O., Browning, W. D., Clancy, J. O., Andrews, S. L., & Kallianpurkar, N. B.
(2014). BIOPHILIC DESIGN PATTERNS. International Journal of Architectural
Research, 62-76.
[9] Schultz, W. P. (2002). Environmental Attitudes and Behaviors Across. Online Readings in
Psychology and Culture.
[10] Simaika, J. P., & Samways, M. J. (2010). Biophilia as a Universal Ethic for Conserving
Biodiversity. Conservation Biology, 903-906.
[11] Sobel, D. (2008). Children & Nature-Design Principles for Educators. Stenhouse
Publishers.
[12] Taylor, A. (n.d.). Linking Architecture and Education:Sustainable Design of Learning
Environments. Educational Facility Planner, Volume 44: Issue 1.
[13] Upitis, R. (2007). Four strong schools: Developing a sense of place through school
architecture. International Journal of Education & the Arts, Volume 8 Interlude 1.
[14] White, R., & Stoecklin, V. L. (2008). Nurturing Children's Biophilia: Developmentally
Appropriate Environmental Education For Young Children. Resources for Early
Childhood Educators.

http://www.iaeme.com/IJCIET/index.asp 192 editor@iaeme.com

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 Mohamed S. Abdelaal, Veronica Soebarto
Archnet-IJAR, Volume 12 - Issue 3 - November 2018 - (108-127) – Regular Section

Archnet-IJAR: International Journal of Architectural Research

www.archnet-ijar.net/ -- https://archnet.org/collections/34

HISTORY MATTERS: THE ORIGINS OF BIOPHILIC DESIGN OF

INNOVATIVE LEARNING SPACES IN TRADITIONAL
ARCHITECTURE
DOI: http://dx.doi.org/10.26687/archnet-ijar.v12i3.1655

Mohamed S. Abdelaal, Veronica Soebarto

Keywords Abstract

university campus; Biophilia; Recent empirical studies have shown a positive correlation
innovation; bimaristan; between nature, the built environment and creativity in the
metaphor; refuge; prospect human brain. During the medieval Islamic Golden Era, higher
education buildings of non-medical ‘madrasa’ and medical
‘bimaristan’ institutions applied specific techniques and
strategies so that human intellectual curiosity could flourish
through direct and indirect contact with nature. In contrast,
the architecture of modern universities has lessened
students’ multisensory focus and engagement with nature.
Several studies have addressed these institutions’ failure to
foster the innovation-generation process. This systematic
review summarises and synthesises previous studies,
elaborating the characteristics of those spaces that can host
Innovation-Generation Processes (IGPs) based on
ArchNet-IJAR is indexed and psychological and neurological investigation. The study
listed in several databases, analyses research outcomes that support the stimulative
including: impact of nature on people’s cognitive capacities. This
demonstrates that the biophilic design approach utilises
• Avery Index to Architectural natural conditions and elements within the built environment
Periodicals to enhance the physical, social, intellectual and psychological
• EBSCO-Current Abstracts-Art status of innovators. The findings of this study demonstrate a
and Architecture strong interrelationship between IGPs and the built
• CNKI: China National environment in traditional higher education institutions based
Knowledge Infrastructure on the premise of biophilic design. Hence, we can adopt
• DOAJ: Directory of Open some lessons from these ‘timeless’ buildings to support the
Access Journals evolution of innovative university campuses today.
• Pro-Quest
• Scopus-Elsevier
• Web of Science

M. S. Abdelaal* and V. Soebarto**

*Visiting Researcher, University of Adelaide, School of Architecture and Built Environment, Adelaide, Australia
**Professor, University of Adelaide, School of Architecture and Built Environment, Adelaide, Australia

*Corresponding Author’s email address: shokry.abdelaal@adelaide.edu.au 108

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International Journal of Architectural Research

Mohamed S. Abdelaal, Veronica Soebarto

Archnet-IJAR, Volume 12 - Issue 3 - November 2018 - (106-125) – Regular Section

INTRODUCTION

For more than a thousand years, higher education institutions have profoundly contributed to
social, cultural and economic enrichment in society. Historically, the relationship has been
mutually supportive, thus university campuses today are still expected to act as incubators of
innovative ideas that enable humans to thrive and prosper (Ransom, 2015). Accordingly,
strategic and physical planners of present-day university campuses seek a more dynamic
built environment and organisational setting in which to nurture the unpredictable
characteristics of innovative learning (Turner, 1987). This study, therefore, poses a central
research question: is innovation exclusively derived from technology, or is it generated by
other catalyst agents, including the built environment, which can stimulate creativity in the
human brain?

To answer this question, this research investigates the architectural configurations of the
innovation-driven ‘timeless’ institutions of science and medicine during the medieval Islamic
Golden Era, called ‘madrasa’ (Arabic for any educational institution). It is well documented
that the buildings of madrasa witnessed miraculous evolution and ground-breaking
innovation in several fields of knowledge and applied science, such as physics, chemistry,
medicine and engineering, with limited technological advantages.

American biologist Edward Wilson (1984) proposed that the innate human need to affiliate
with nature requires radical reform in modern society. The evolutionary approach of biophilia
soon influenced several research domains including architecture and the built environment.
The biophilic design concept has continued to develop over the past decade to employ the
conditions and elements of nature, and has been implemented to promote physical, social,
intellectual and psychological wellbeing.

An immense body of research has recently focused on investigating the correlation between
human wellbeing and productivity and its connection to nature (Shibata & Suzuki, 2002).
Early studies focused on measuring the impact of having visual access to nature on
employees’ productivity, reducing the levels of harmful job stress and extending employment
longevity. Further research continued to find correlations between the workplace and natural
conditions. Most of these studies used historical examples for further insight (Kellert, 2005,
2008). This study will establish common ground between environmental psychology,
neuroscience and phenomenological architecture through historical interpretation. The core
aim of this study is to offer a more fine-grained, in-depth understanding of the correlation
between design strategies and patterns of biophilic design in order to understand how to
foster innovation in education spaces. Such a bond was revealed by the analysis of
traditional madrasas, which spontaneously implemented these strategies in the absence of
prior research. Also, this study attempts to overcome the negative tendencies of the
hegemony of mere technological or visual features in designing learning spaces. This cannot
be achieved without using historical case studies, which, by default, lack these features.
Ultimately, this research is twofold. Firstly, the qualitative literature review investigates the
premise of innovation-boosting spaces. In addition, the analysis includes the correlation
between innovative space design and attributes of biophilic design. Secondly, it
demonstrates a set of historical case studies of pioneering educational buildings in Islamic
architecture to determine their relevance to the proposed attributes, patterns and elements of
innovative biophilia-driven design.

109

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International Journal of Architectural Research

Mohamed S. Abdelaal, Veronica Soebarto

Archnet-IJAR, Volume 12 - Issue 3 - November 2018 - (106-125) – Regular Section

METHOD: THE MULTISENSORY ARCHITECTURAL EXPERIENCE OF

INNOVATION

This study proposes that the interrelation between biophilic design strategies and
multisensory spaces can result in more innovation-driven learning spaces. This study looks
at this correlation through an in-depth historical interpretation of the traditional academic
schools or madrasa built between the eleventh and fourteenth centuries. This retrospective
review will have a twofold impact. Firstly, it will significantly inform the design of today’s
academic buildings to leverage the potential of creativity, productivity, self-esteem and
wellbeing for knowledge seekers. Secondly, it will lower the negative ecological impact and
increase the operational efficiency of a university campus regarding energy, resource
consumption and waste control. The stronger the interrelation between these factors, the
more likely it is that innovation will flourish and expand (see Figure 1).

Figure 1. Research hypothesis: the correlation between biophilic design and innovation can be
explored by using historical buildings as a template (Source: Authors).

THEORETICAL BACKGROUND: THE IMPACT OF NATURAL AND BUILT

ENVIRONMENTS ON COGNITIVE CAPACITY
Today, the mission of architects and urban planners has become more complex as
disciplines such as psychology, physiology, sociology and anthropology provide vital
information about how people perceive space, behave within that space and develop
preferences. Multidisciplinary studies have demonstrated the links between exposure to
nature and improved performance of academic, intellectual and cognitive tasks in the
workplace and other educational spaces (Benfield, Rainbolt, Bell, & Donovan, 2015; Han,
2010; Shibata & Suzuki, 2004; Tennessen & Cimprich, 1995). Other studies have found that
active interaction with nature can restore attention (Lee, Williams, Sargent, Williams, &
Johnson, 2015) and allow us to recover from stress and mental fatigue (D. Y. Li & Sullivan,
2016). However, few generic studies have explored the architectural characteristics and
attributes of learning spaces that can foster collaboration and innovation based on scientific
premises (Allen, 2007; Zundel, 2013). No single study has traced the common ground
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International Journal of Architectural Research

Mohamed S. Abdelaal, Veronica Soebarto

Archnet-IJAR, Volume 12 - Issue 3 - November 2018 - (106-125) – Regular Section

between biophilia and innovation in higher education. Nevertheless, architects who wish to
foster innovation seek to further understand the characteristics and stages of innovation
generation as a process. Until then, such a process has no precise definition and a
mysterious mechanism. However, social psychologists identify innovation as a mix of
creativity and knowledge, which can spark the imagination, fuelled by data.

Nature and learning spaces: psychological and experimental findings

A long list of empirical and experimental studies has revealed the importance of the
connection between humanity and nature (Biederman & Vessel, 2006; Joye, 2007; Masden &
Salingaros, 2014; Ulrich, 1983, 1984). For example, Ulrich (1983) suggested in his psycho-
evolutionary theory that exposure to safe, natural areas is inherently restorative, because
such settings were associated with survival during humanity’s long evolutionary history. This
inherent human affinity with natural systems and processes is defined as biophilia (Wilson,
1984). A biophilic relation with nature is considered to be a fundamental biological need that
influences people’s health, productivity, wellbeing and even existence (Kellert, 2005). The
green design movement, which developed in the 1990s, established connections between
improving environmental quality, work productivity, wellbeing and the built environment
(Romm & Browning 1998; Ryan, Browning, Clancy, Andrews, & Kallianpurkar, 2014). These
studies called for environmental building standards, such as the international building
performance standard Living Building Challenge, which has incorporated biophilia into its
rating system to promote buildings with a positive and generative environmental impact.
Further empirical studies proved that some natural elements act positively to support
psychological, physical and emotional wellbeing for users of educational spaces to promote a
more pleasant, efficient and effective innovation-generation environment. These elements
include daylight (Wang, 2015), space proportions (Alexander, 1977), natural ventilation
(Atchley, Strayer, & Atchley, 2012) and the presence of indoor plants (Shibata & Suzuki,
2004). From these findings, some studies explained the mechanism of innovation generation
as the stimulation of the human senses by using some natural features, which may promote
creative and paradoxical thinking. Some studies mentioned that paradoxical thinking is the
core source of creative ideas, which leads to real innovation (Ingram, Lewis, Barton, &
Gartner, 2016). Also, a recent US study at Stanford University suggested that walking in
nature can positively affect the brain, which helps to curtail brooding or rumination: a likely
precursor to depression (Bratman, Hamilton, Hahn, Daily, & Gross, 2015).
More recently, Li and Sullivan’s (2016) experimental study on school students revealed that
exposure to nature directly impacts cognitive performance and promotes attention,
restoration and recovery from stressful experiences. Nevertheless, there is a general gap in
knowledge around the holistic impact of the built environment on human performance. To fill
this gap, the conceptual and methodological complexity of real-world users’ experiences of
built spaces must be addressed (Barrett, Zhang, Moffat, & Kobbacy, 2013).

The architectural settings of the Innovation-Generation Process (IGP)

Recent studies have diagnosed the Innovation-Generation Process (IGP) in business, higher
education and research workplaces, and managed to break it down into multiple tasks and
phases of teamwork missions (Coleman, Graham, & Mulhern, 2012). A pioneering study by
Allen (2007) identified the characteristics of an innovative workplace and revealed that the
creation of innovative products and processes requires certain moods and stages of
innovation. Ness (2012) configured IGP from the perspective of socio-psychology. She
111

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International Journal of Architectural Research

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Archnet-IJAR, Volume 12 - Issue 3 - November 2018 - (106-125) – Regular Section

defined it as a six-stage sequential process in a teamwork setting. Based on Ness’s model of

IGP, a study by Abdelaal (2018) described in detail the spatial arrangements needed to
accomplish the mission of each stage, briefly listed in Table 1.

Table 1. Stages of the Innovation-Generation Process (IGP) and their associated architectural settings
(Source: Authors).
Innovation Stage Mission Architectural settings
Phrase a question To provide more freedom of Out-of-office gathering space,
(Team forming) thinking and better socialising preferably an outdoor area
among the newly assembled
team.

Identify and break frames Focusing on finding as many
(Team ‘storming’) valuable ideas as possible (idea
centred) within a disruptive model
of innovation
Ideas generation To filter all available ideas and
(Team ‘norming’) shortlist one to be transferred into
a product
Incubation Imagination, observation and
(Team performing I) analogy to generate an innovative
prototype
Two types of space:
• Informal spaces within or
adjacent to the workplace
• Enclosed private or small
group meeting spaces
Social indoor and outdoor spaces,
group members’ homes and
collaborative workspaces are ideal
locations for generating and modifying
ideas for initial products
Work in an ample space and private
cell-type offices for executing
individual tasks.

Melding To merge the best ideas into a Two types of space:

(Team performing II) well-engineered product, moving
forward from imagination to
implementation
Dissemination To exhibit a crafted prototype and
(Team commercialising) large-scale testing to be
published
• Individually focused
workspaces for production
and detailing
• Large showroom for testing
the product and public
opinion
Convention halls, exhibitions,
commercial streets, public plazas and
parks

The listed typology of IGP spaces highlights that nature plays a vital role in consolidating the
first four phases of the process: preparation, identification, idea generation and incubation
(Plambech & Konijnendijk van den Bosch, 2015). Hence, immersion in nature, or a naturally
stimulated built environment, influences the process of innovation and leads to more creative
performance (Atchley et al., 2012).

Biophilic design and innovation-based learning spaces

As stated earlier, biophilic design can achieve a sort of retrospective reflection of nature
based on the built environment to revive the genetic human affinity for nature. Neuroscience
explains this biological phenomenon as ‘neurological nourishment’, which indicates that
humans have an innate craving for a certain type of information related to the natural world.
In addition, it is closely related to the brain’s centres of pleasure and pain (Biederman &
Vessel, 2006). The more humans are exposed, interact with and even passively view nature,
112

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International Journal of Architectural Research

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Archnet-IJAR, Volume 12 - Issue 3 - November 2018 - (106-125) – Regular Section

the more nourishment occurs. This approach is an offspring of Attention Restoration Theory
(ART) (Kaplan & Kaplan, 1989). According to ART, connection with the natural environment
can facilitate the human senses of extension and fascination, which are crucial for cognitive
restoration.

However, innovation generation is not limited to the human brain’s pleasure or restoration, as
it is related more to intellectual skills. One of the earliest studies of outdoor learning by
Mortlock (1994) confirmed that cognitive activities in nature may be regarded as an outdoor
adventure, which symbolises a sense of adventure in the natural world, as exploring nature
can be unpredictable and challenge people’s comfort zones. Wandering in nature involves
physically demanding activities (e.g. trekking), risks (e.g. getting lost) as well as opportunities
for uplifting experiences (e.g. viewing a beautiful sunrise from a mountain summit). According
to Ee, Seng, and Kwang (2007), people need to be open to and embrace this sense of
adventure. Similarly, innovative thinkers need to be open minded to generate creative ideas.
Despite the limitation of bias samples in their study, Leong, Fischer, and McClure (2014)
recent empirical investigation revealed that the more connected people are with nature, the
more significant their preference for innovative and holistic thinking styles.

The unlinked patterns of biophilic design and innovation

Cramer (2008) and later Kellert (2015) suggested the first conceptual framework for biophilic
design, which included three categories of human experience within spaces: direct
experience of nature, indirect experience of nature, and experience of space and place.
Recently, Ryan et al. (2014) derived from these categories a list of 14 nature-based design
patterns further categorised within three types: nature in the space, natural analogues, and
nature of the space (Browning, Ryan, & Clancy, 2014).

Although these design patterns are more tangible and have a wide range of applications,
they do not redress the gap between theory and practice in designing specific types of
buildings. Ryan et al. (2014) claimed that they intended their proposed patterns of biophilic
design to serve any building type as a ‘multi-platform solution’ that is flexible enough to
match any project’s needs based on its intentions. For this reason, from our point of view,
many designers are still struggling with the embodiment of biophilic design features within
their projects. Thus, our study focuses on integrating design patterns with the approach of
IGP to be adapted in university campus architecture.

DISCUSSION: MADRASA AND BIMARISTAN COMPLEXES AS A BIOPHILIC

AND MULTISENSORY EXPERIENCE
This section demonstrates the presence of the previously mentioned values, concepts and
attributes of biophilic/multisensory design in the characteristics of the traditional ‘university
campus’ in the Islamic era. The study is limited to secular academic institutions of applied
sciences (i.e. madrasa and bimaristan) between the eleventh and fourteenth centuries in the
capital cities of the Islamic world: Bagdad, Damascus, Aleppo and Cairo. Our research
selected those temporal, typological and geographical limitations as those institutions
witnessed endless innovation in various fields of knowledge.

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Historical background: the roots of the madrasa and bimaristan prototype

From 787 A.D. Haroun Al-Rashid, the Abbasside Islamic Caliph, adapted the concept of
attaching a school or madrasa to mosques and a hospital or bimaristan to a medical college
from the Buddhist monastery or Sangharama (Pereira, 1994). In these schools, several
advances in medical innovation functioned integrally within the hospitals of the Islamic world.
It was evident that the early prototype of madrasa and bimaristan from the ninth century was
influenced by other religions (e.g. via Christian Armenia and Buddhist Central Asia). By the
twelfth century, the crusaders marvelled at the ‘new’ institutional type that had made its way
to Europe (Pereira, 1994).

Early Islamic schools of medicine were influential centres of innovation that hosted Muslim,
Christian, and Jewish scholars and pupils who shared the same enthusiasm to innovate,
explore and generate new knowledge in science, medicine, chemistry, physics, mathematics
and pharmaceuticals (Raḥmān, 1987).

Figure 2. (Left) Madrasa, Qubbat &-Bimaristan al-Sultan Qalawun (1283 A.D.), ground floor plan.

Interestingly, Islamic academic institutions, both theological and medical, were distinguished
by a set of standard features. These included: the original building form; the geometry of
courtyards surrounded by four ‘iwans’1; the impact of natural forces; and the use of water,
shadow, daylight, colour and texture. The focus of this study will be the secular type of
traditional madrasa (see Figure 2).

1
An architectural unit that consists of an empty vaulted space enclosed on three sides and open to a courtyard or central space on the fourth (Peker, 1991)

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Psycho-social interpretation of the madrasa complex: empirical findings

Researchers have investigated the madrasa, or traditional Islamic school complex, as an
iconic prototype of a ‘timeless’ learning space. More recently, a study of the four ‘iwans’ of
the Sultan Hassan Complex (1361 A.D.) examined the intellectual and cognitive impact of the
building on its users. The study concluded that the use and experience of timeless buildings
are ‘suggestive of relaxation’ after staying 30 minutes in the building (Essawy, Kamel, &
Samir, 2014). Nonetheless, no empirical study has explored the secrets behind the success
of these buildings as innovation hubs. However, it is well documented that these buildings
are experienced as organic, alive, whole, comfortable, free, egoless, exact and mostly
‘timeless’. Hence, some architects and researchers attribute these qualities to spiritual
sources while others focus on the builders’ broad and spontaneous expertise (Essawy et al.,
2014). Our hypothesis supports the latter assumption.

Validating the biophilic patterns of traditional madrasa architecture

In contrast to the western conception of the building as a sculptural element in space, the
traditional madrasa features well-arranged patterns on its exterior and within its interior
spaces that harmoniously integrate and interplay with natural elements (Payette, 1988).
These include: natural airflow, daylight, water elements, biomorphic ornamental forms and
patterns; and clever manipulation of natural materials such as wood and stone (Akkach,
2005; Petruccioli & Pirani, 2013; Taheri, 2017).The abovementioned features are essential
attributes of biophilic architecture. Hildebrand (2008) proposed five patterns in architecture
that can be classified as advantageous to survival using biophilic design. Kellert (2015) later
proposed 12 elements that could potentially influence the design of the built environment.
Finally, Ryan et al. (2014) suggested the previously mentioned 14 complex patterns of
biophilic principles, either directly, indirectly or metaphorically. The earlier proposed patterns
by Hildebrand practically comprise Kellert’s 12 elements and, to a certain extent, Ryan et
al.’s (2014) 14 patterns of biophilic design. However, the element of Kellert’s ‘change and
metaphor’ and Ryan’s ‘biomorphic forms and patterns’ are considered subsections of
Hildebrand’s original pattern of ‘order and complexity’, with further manipulation. Table 2
illustrates the similarities between the three approaches to the taxonomy of biophilic design
in architecture.

Table 2. Combined patterns, elements and characteristics of biophilic design (Source: Authors).
Hildebrand (2008) Kellert (2012) Browning et al. (2014)
Complex order Ordered complexity Complexity & order
Change & metaphor Material connection with nature
Affection & beauty Biomorphic forms & patterns
Reverence & spirituality
Prospect and Prospect & refuge Prospect
Refuge Affection & attachment Refuge
(paired by Appleton, 1996) Information & cognition Visual connection with nature
Security & protection Presence of water
Dynamic & diffused light
Connection with the natural system
Enticement Enticement & curiosity Mystery
Exploration & discovery Non-visual connection with nature
Non-rhythmic sensory stimuli
Thermal & airflow variability
Presence of water
Dynamic & diffused light
Peril Fear & awe Risk/peril
Mastery & control Presence of water

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An earlier survey conducted by Movahed (2015) examined the impact of Ryan’s patterns in
the historic Aqa-Bozorg Mosque (1875 A.D.). He used this building as a template to evaluate
the recognition of these patterns by its visitors. The results of his survey listed the presence
of water, material connection with nature, connection with the natural system, thermal and
airflow variability, biomorphic forms and patterns, visual connection with nature and refuge as
the most recognised patterns (in more than 140 responses). Accordingly, the proposed
patterns in our study were chosen based on the intensity of their use in traditional madrasa
architecture: order and complexity, change and metaphor of biomorphic forms, prospect and
refuge, enticement, and risk and peril.

Order and complexity

Islamic architecture implemented complexity and order in various ways. Experimental studies
have concluded that patterns found in Islamic architecture can achieve a cognitive balance
between tedious and overwhelming (Browning et al., 2014), which enables one to make a
comparison or choice (Kaplan & Kaplan, 1989). Also, this leads to positive health responses
such as reducing stress, visual nourishment, and positive psychological and cognitive
responses that foster innovation (Joye & van den Berg, 2011; Moon et al., 2014; Taylor,
2006). Those premises are essential for accomplishing the tasks of the second, third and
fourth stages of IGP.

The pattern or ‘complex order’ (Kellert, 2008) uses various strategies such as fractal
geometries with a scaling factor of 3, biogeometry (Shemesh et al., 2016), hierarchical
symmetry (Salingaros, 2000), connective symmetries and universal scaling with a coherent
spatial hierarchy around centres (Ramzy, 2015). The British mathematician Roger Penrose’s
patterns, which are metaphoric geometric patterns of natural elements that do not contain
arbitrarily large patches, can be found in many floors, walls and decorative roof ornaments,
Muqarnas patterns, plants within the courtyard, windows and doors detail, trims and texture
(see Figure 3).

Figure 3. (Top, left to right). Muqarnas dome, Erzurum Yakutia Madrasa, Turkey; Penrose pattern in
arch geometry; snowflakes fractal (by Alexey Kljatov). (Bottom, left to right) Courtyard garden and
Muqarnas entry, Bimaristan Al-Argoun, Aleppo, Syria; window ornament, Bimaristan Alnuri, Syria
(Source: Adapted from @ http://premoderno.tumblr.com and archnet.org).
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Change and metaphor of biomorphic forms

Stemming from order and complexity, biomorphic forms are symbolic representations of
living and non-living elements in nature that are visually and perceptually pleasing, which to
date has no scientific explanation. These patterns allow users of the built environment to feel
connected to nature, which gives a sense of comfort, contemplation and absorption. This
connection also reduces stress due to a shift in focus and enhances concentration (Joye,
2007).

For example, the golden angle (137 degrees) is the angle between successive florets in
some flowers. Also, the Fibonacci series (0, 1, 1, 2, 3, 5, 8, 13, 21, 34 ...) is used to imitate
the numeric sequence that occurs in many living things, especially plants. Phillotaxian or
dynamic symmetry features continuous movement and growth as in the sunflower
(Hambidge, 1920). Finally, the golden section, which is the ratio of 1:1.618, is an ideal
mimicry of the unfolding growth pattern of many living things (see Figure 4) (Ryan et al.,
2014).

The mathematical proportions of madrasa and bimaristan plans accurately represent an

array of squares and golden mean proportioned rectangles following the spatial hierarchy
from domain to court to cell (Figure 5). These arrangements had their own philosophical
symbols in traditional civilisations, primarily in the Islamic society, which was richly influenced
by mystical and spiritual premises inspired from the Holy Quran and earlier theological
approaches (Akkach, 2005).

Figure 4. Nature-based mathematical geometries: phillotaxian or dynamic

symmetry (Source: Joye, 2007).

Figure 5. Implementation of nature-based patterns and proportions in Bimaristan

Al-Argoun, Aleppo, Syria (Source: Authors).

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Prospect and refuge (meadow and cave)

Paired patterns such as prospect and refuge refer to inseparable dichotomies and powerful
design settings that facilitate obtaining information about the environment while being
protected within a shelter (Appleton, 1996), depicting for example the edge of a forest
(Hildebrand, 1991). Such places seem to be genetically predisposed spatial preferences for
humans in evolutionary psychology. The paired patterns are visual, aesthetic and spatial
preferences combined with shading elements, terraces, water and calm grazing animals to
provide a sense of safety, control and freedom (Browning et al., 2014). The health benefits of
both settings (i.e. prospect and refuge) include reductions in stress, boredom, irritation,
fatigue and perceived vulnerability.

Prospect is characterised as the ability to see from one space to another or the view from an
elevated position; this setting is most effective within a building’s interior (Kellert, 2005).
Refuge represents the surveillance of vast open spaces from an enclosed ‘private’ space
accompanied by reduced lighting from a small window set in a thick wall (Ramzy, 2015).
These characteristics were acknowledged by Alexander (1977) as positive spaces, which
provide the feeling of being backed into a smaller space while looking out to a large space.

Such an architectural setting was widely implemented in traditional madrasa by providing a

well-proportioned courtyard (using the golden mean2) which provides an average focal length
(6–30 m) for a set of surrounding small study rooms or ‘kholwah’ with dimmed lighting (Figure
6).

Figure 6. (Top right) Refuge and prospect from a hillside cave into a valley. (Bottom, left to right)
Examples of prospect and refuge patterns in an entrance hall, courtyard and small cell. Bimaristan, Al-
Argoun, Aleppo, Syria (Source: Adapted from http://premoderno.tumblr.com and archnet.org).

2
The golden mean (or Golden Section, number, or ratio, or divine proportion, etc.) refers to half the diagonal of a rectangle with length 2 and
width 1. It corresponds to the ‘irrational part’, √ 5 / 2=1.6180.
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Enticement, curiosity/mystery
The feeling of enticement reflects a more positive and pleasant meaning of exploration than
mystery. However, both moods are required to provide a sense of being teased with a kind of
denial and reward that tempts the user to investigate the space with curiosity (Browning et
al., 2014).

Psychological engagement with such a sense of anticipation elicits a strong pleasure

response, heightened curiosity, and increased interest in gaining more information. The
sense of mystery provides the desire to move deeper into the space to explore, which
supports stress reduction and cognitive restoration (S. Kaplan, 1995). The term ‘enticement’
represents viewing and moving to a place that is brighter than the one we occupy to reveal
more features (Hildebrand, 2008). The architectural setting for both enticement and mystery
are pathways and transitory spaces next to the entry point of the space. Enticement-driven
patterns within the built environment foster social interaction and support within the
innovative team that helps the development of the first three stages of IGP.

Techniques such as dramatic shade and shadow, winding paths, obscured subjects, auditory
stimulation and translucent materials were densely applied in traditional madrasa
architecture. Examples are the screen as a translucent element and the dark ‘majaz’ leading
to a partially lit, winding corridor, leading to a broader courtyard immersed in light (Figure 7).

Figure 7. (Left to right) Examples of enticement and mystery in hallway, inner

courtyard and small cell. Bimaristan Al-Argoun, Aleppo, Syria (Source: Adapted from
@ http://premoderno.tumblr.com and archnet.org).

Risk and peril/fear and awe

Risk is an audacious experience that thrills the user and involves two paradoxical emotions –
fear and pleasure – due to our genetic sensitivity to danger. Peril is characterised by
observing a fully evident danger, while a controlled risk provides a thrilling sense of elation.
However, it is vital to distinguish peril from anxiety, as anxiety can present in a case of lack of
control, which might cause a sense of fear (Figure 8).

Controlled risk, peril or even fear and awe have a profound positive impact on raising
awareness and curiosity, memory refreshment and problem-solving skills. Architecturally, the
traditional madrasa builders used some tools to evoke low-level risk within these schools,
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including the use of double height in shared spaces, balconies or catwalks, cantilevers and
clever use of water sounds (Figure 8). This pattern is highly recommended to stimulate the
generation and manipulation of ideas during the second and third stages of IGP.

Figure 8. (top right) A long bridge in the forest resembles a setting of peril: a controlled risk (Source:
www.megapexil.com), (Bottom Left to right) Examples of risk and peril patterns. Flooding water
fountain and entrance hall Bimaristan Al-Argoun, Aleppo, Syria, double height alcove ‘Iwan’ Bimaristan
Alnouri, Damascus, Syria (Source: Adapted from @ http://premoderno.tumblr.com and archnet.org).

A proposed mechanism of interpretation

The previous examples reflect traditional builders’ recognition of human attachment to nature
in different ways. Scientifically, the six stages of the Innovation-Generation Process (IGP)
require specific design strategies to fulfil the physical, psychological and emotional needs of
innovators in each stage. This study proposes that the IGP stages can be linked, as each
stage requires certain moods and architectural configurations (see Table 1).

Table 3 summarises the proposed concepts of biophilic architecture found in madrasa

architecture. It highlights the intellectual and psychological benefits of each approach and
shows how they might be reflected in design, giving examples of their implementation in
traditional madrasa architecture. Needless to say, such a typological configuration needs to
be tested empirically and clinically to examine its validity for the innovation-generation
learning space.

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Table 3. Correlation between IGP stages and proposed biophilic design strategies and their
innovation-generation benefits (Source: Authors).
Stages of Shared Matching biophilic
IGP strategies patterns & suitable
strategies
Stage (I) Biomorphic forms &
Phrase a patterns, presence of
question water, dynamic & diffused
(Team form) light, connection with
natural systems
Stage (II) Material connection with
Identify and nature, visual connection
break frames with nature, biomorphic
(Team storm) forms & patterns,
presence of water,
dynamic & diffused light,
connection with natural
systems, risk/peril
Prospect & refuge, thermal & airflow variability
Stage (III) Complex order, material
Ideas connection with nature,
generation visual connection with
(Team norm) nature, dynamic & diffused
light, non-rhythmic
sensory stimuli, risk/peril
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Mohamed S. Abdelaal, Veronica Soebarto
Architectural settings
(from history)
Patterned wholes, trees
and column support,
arches, dynamic balance,
fractals, hierarchically
organised scales,
integrating parts to the
whole, biomorphic
Natural materials,
botanical motifs
Outside views and vistas,
domes, arches, vaults,
space as shape and form
Courtyard, terrace, gallery
and cells overlooking
open space
The universe and cosmic
context by using fractal,
dynamic symmetry and
Penrose patterns, spatial
harmony by using golden
mean and Fibonacci series
generative patterns,
filtered and diffused light
Multisensory contact,
habitats and ecosystem &
information richness,
plants, animals and living
organisms
Sensory variability,
transitional spaces,
reflected light
Innovation-generation benefits
• Stress reduction (Grafetstatter
et al., 2017; Ratcliffe,
Gatersleben, & Sowden, 2013)
• Decreased stress hormones (Q.
Li et al., 2008)
• Positive impact on
concentration & memory
restoration (Bowler, Buyung-Ali,
Knight, & Pullin, 2010;
Greenleaf, Bryant, & Pollock,
2013)
• Education/learning opportunities
(Clayton, 2007)
• Facilitated social interaction
(Kingsley & Townsend, 2006)
• Positive impact on attitude &
overall happiness (Barton &
Pretty, 2010; Korpela, De
Bloom, Sianoja, Pasanen, &
Kinnunen, 2017)
• Positive impact on concentration
& shift in focus (Joye, 2007)
• Positive affect on cognitive
performance (Berman, Jonides,
& Kaplan, 2008; Bringslimark,
Hartig, & Patil, 2007; Koehler,
2011; MacNaughton et al., 2017;
Ratcliffe, Gatersleben, &
Sowden, 2016; Yin, Zhu,
MacNaughton, Allen, &
Spengler, 2018)
• Reduced anger/frustration
(Grafetstatter et al., 2017; Kuo &
Sullivan, 2001)
• Increased self-esteem (Pretty,
Peacock, Sellens, & Griffin,
2005)
• Improved mental engagement/
attentiveness (Biederman &
Vessel, 2006; Han, 2010; Jeon,
Yeon, & Shin, 2018)
• Enhanced creative capacity
(Korpela et al., 2017)
• Increased inspiration
(Fredrickson & Anderson, 1999)
• Improved creative
performance (Lichtenfeld, Elliot,
Maier, & Pekrun, 2012; Steidle &
Werth, 2013)
• Foster imagination (Glăveanu,
Gillespie, & Valsiner, 2014)
• Reduced headaches
(Hansmann, Hug, & Seeland,
2007)
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Stage (IV) Complex order, material Bounded spaces, central • Reduced boredom, irritation and
Incubation connection with nature, focal point, warm light fatigue (Clearwater & Coss,
(Team non-rhythmic sensory 1991)
perform) stimuli • Improved productivity
(Bringslimark et al., 2007; Lamb
& Kwok, 2017; Romm &
Browning 1998)
• Improved concentration,
attention and perception of
safety (Grahn & Stigsdotter,
2010)

CONCLUSION: ANTICIPATING THE FUTURE OF INNOVATIVE HIGHER

EDUCATION FROM HISTORY’S LESSONS
This paper has summarised a literature review on the interrelation between nature, the built
environment and innovation. The literature revealed that implementing the principals of
biophilic design can have a positive impact on innovative learners and producers in higher
education (students, staff and faculty). Hence, the reconfiguration of higher education
environments, so they are more integrated with natural features (explicitly, implicitly and
metaphorically), can profoundly enhance physical, psychological, cognitive and intellectual
performance and foster the Innovation-Generation Process (IGP).

The review of earlier studies about biophilic design revealed that current approaches cannot
offer a precise mechanism for implementation to assist designers today, as they lack
consistency and inclusiveness. Possibly, the reason behind such a delay in mapping the
architectural features of biophilia is due to the scarcity of examples or deliberately
constructed case studies that could serve as a template. A key outcome of this research is
that history matters. Historical examples of innovative learning spaces can serve as excellent
precedents for future studies and design. This research brings to light the importance of
reviewing the history of architecture by using different lenses.

The results of our historical interpretation inform architects and planners of tomorrow’s
university campuses that other aspects of design, in addition to technological aspects,
deserve more manipulation to achieve an innovative working and learning environment.
Although the mechanisms of the operation and stimulation of the human brain and its
biochemical interactions are common variables, it is necessary for those who are seeking to
build innovative learning spaces to provide the proper spatial and environmental settings for
the various tasks and stages of the Innovation-Generation Process (IGP). These results
support Ramzy’s (2015) and Movahed’s (2015) research, which suggested that further
studies and analysis are needed to investigate the embodied qualities of biophilic design in
historic buildings, which can be used as a reference to evaluate the biophilic design features
in today’s architecture.

Finally, the study selected five primary architectural settings for biophilic design to stimulate
the human brain for better performance: complex order (including metaphoric patterns),
prospect, refuge, enticement and mystery, and risk and peril. This paper further elaborates
the linkages between these settings and the dynamism of the Innovation-Generation Process
(IGP), especially the two early stages of IGP according to Plambech and Konijnendijk van
den Bosch (2015). Some case studies of traditional educational buildings or madrasa from
the Golden Age of Islamic civilisation have been discussed; however, further research may
shed more light on the impact of geometrical patterns and metaphoric architectural forms on
our neurological systems. Clinical studies should investigate how these patterns may
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influence our intellectual and cognitive capacities to inform the design of future innovative
educational spaces.

ACKNOWLEDGEMENTS
The authors gratefully acknowledge the generous support of Effat University and the
assistance of the School of Architecture and Built Environment at the University of Adelaide
for hosting the researcher. Dr Peter Scriver deserves special mention for his valuable
comments and suggestions.

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