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Technological Institute of the Philippines

Quezon City

Research Method

1.3.1 Suggested AT: Annotated Bibliography

Submitted to:

Ar. Jayann Juliet Rosilio

Submitted by:

Lorque, Irish Marie D.

ARCH42S1

August 22, 2022

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Nurture with Nature: Designing Learning Settings through the integration of Biophilic Design and its effects in the
Holistic Cognition of Primary and Secondary Students

Annotated Bibliography

Barbiero, G., Berto, R., Venturella, A., & Maculan, N. (2021). Bracing Biophilia: When biophilic design promotes
pupil’s attentional performance, perceived restorativeness and affiliation with Nature. Environment, Development
and Sustainability. https://doi.org/10.1007/s10668-021-01903-1

A Research was written by students of Environmental and Nature Education at the Aosta Valley University in
Italy. Visioned to be a continuance for Standard of Étroubles, an experimental observation series from Urban
schools. This research study and verify the cognitive processes, as well as present a biophilic connection with
the learning experience among pupils in Gressoney-la-Trinité primary school. Pointing out the problems of a
conventional learning environment that hinders the pupil’s full optimization of their perceptive developments,
juxtaposed with a nature-based learning environment. Proposing a better solution such as its design and its
affiliation with nature contributes to and effect students’ performance and well-being. Biophilic Designs classroom
motivates pupils to explore opportunities that enhance their holistic learning and advocates restoration from
mental fatigue. The researchers fulfilled tests and experimental observations on pupils, comparing Conventional
learning environments to Biophilic design classrooms before and after the requalification of spaces. The results
showed great improvement, closing the gap between indoor classroom learning and outdoor learning. Hence,
helps in cultivating the holistic learning of pupils.

This research integrates information that learning environment design plays an important role in the
psychophysical of users. In which a design can either discourage or foster and encourage learning, contributing
and affecting in the erudition and performance of a person.

Determan, J., Akers, M.A., Albright, T., Browning, B., Martin-Dunlop, C., Archibald, P., Caruolo, V. (2019). Impact
of Biophilic Learning Spaces on Student Success. https://cgdarch.com/wp-content/uploads/2019/12/The-Impact-
of-Biophilic-Learning-Spaces-on-Student-Success.pdf

The research was written by educators from Morgan State University, The Salk Institute for Biological Studies,
Terrapin Bright Green, and Craig Gaulden Davis. Studying between a biophilic classroom and a control
classroom, where each space's physical design differs, suggests the biophilic design classrooms can contribute
to improving learning outcomes and lessen student’s stress, which students will benefit from. Asserting biophilic
learning setting boost cognition and stress management among student, which affects their outcomes, health,
and wellbeing. Using different design approaches, and considering the design elements of classroom spaces
that directly and indirectly affect the students and their performance. Mainly focusing on students’ perception, in
regards to psychological health, and academic success that related to the improvement of being with other
occupants.

This research paper gives reliable and additional data on the Biophilic Design application in secondary
education, aside from primary school design classrooms. It paved the way for new ideas and concept, especially
where students’ issue is focused more on their mental health and management. Rethinking a design solution,
taking into consideration research.
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Bowman, C. (2020). Putney High School GDST The Biophilic Classroom Study. The benefit of Nature in a
Learning Environment. https://www.researchgate.net/publication/333619305_The_Biophilic_Classroom_-
_The_benefits_of_Nature_in_a_Learning_Environment

The research was written by a lecturer from De Montfort University, United Kingdom. It studies an existing
classroom in London. Its objective was to analyze the effects of biophilic design over the academic year in three
physically and demographically similar classrooms. It was based on The Flourish Model theory, which related to
the neurological and physical stimuli. This paper also utilizes the 14 Patterns of Biophilic Design, through
experimental observation showed the benefit of Biophilic design in a Building’s natural ventilation system by the
increased level of IAQ and humidity, and overall improved air quality, comfort, and student wellbeing. Through
the study, it was shown the importance of Biophilic Classroom design to help enhance students’ alertness and
learning ability. Through this research, it adds a credible source and reference that suggest Biophilic classroom
designs increase the educational learning ability of students, as well as improve their health and wellbeing.

Downton, P., Jones, D., Zeunert, J., & Roös, P., (2017). Biophilic Design Applications: Putting Theory
and Patterns into Built Environment Practice. Kne Engineering, 2(1), 59-65.
https://doi.org/10.18502/keg.v2i2.596

A conference paper written by professors from Deakin University in Australia, presented in The International
Conference on Design and Technology published through Destech conference proceedings. The article
describes the concept of Biophilic Design and its application to the built environment. Mentioning the
disconnection of humans, and the existing built environment with nature and its effects on all living systems.
Citing how these changes affect us deeper than we thought, causing us a hiatus in psychophysical, health, and
well-being. This paper also shortly explains what Biophilic design is, that can be understood and applied in
laymen to eliminate misapprehension on Biophilic design application in a building. Using the 14 Patterns of
Biophilic Design as a ground assert that Biophilic Design is more than just a tangible element such as putting
vegetation in a built environment, but an array of a multidisciplinary approaches. With the urbanization and
continuous development, the researchers also articulate the addition of 1 pattern in 14 Patterns of Biophilic
Design to be Virtual Connection with Nature to answer to the changes in method/ application. Mending the gap, it
discusses the benefits of creating and application of Biophilic design, as well fix the connection between humans,
nature, and other living systems even on the city scale.

This paper will be used as a guide in forming and strengthening the relationship between humans and nature,
particularly expressed in the paper that humans have a natural innate connection with nature. Considering the 14
patterns of Biophilic Design, and the 1 additional pattern suggested by research in the application in the design
for the built environment practice.

Ghaziani, R., Lemon, M., & Atmodiwirjo, P. (2021). Biophilic Design Patterns for Primary Schools. Sustainability,
13(12) 12207. https://doi.org/10.3390/su132112207

A research article was written by architecture professors from De Montfort University, Leicester United
Kingdom, and Universitas of Indonesia, Indonesia. It discusses the importance of modifying existing design
patterns (14 Patterns for Biophilic Design) in the application for primary schools, intended for primary students.
Explaining and demonstrating that different intended users should have different strategies, whilst keeping
aligned to the principle. In the process, a designer must be able to understand and connect to the intended users
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so that the schools can be better translated into the design. Taking an extra mile to have a common ground to
hear and listen to the ideas of the user, fosters and acknowledges creativity. As well as considering the age and
cognitive apprehension of children, such as shifting to an age-appropriate ranking scale, and using active
participation that motivates a child’s sense of self-expression, creativity, and comfort in the experience.
Regarding them, as well as teachers, as co-designer is important to create a more effective biophilic design
school. The article also implies how Biophilic design in schools, can support and strengthen space and nature
connectivity that improves and impacts a child’s health, well-being, and educational performance.

This illuminates the importance of the involvement of users (children, teachers, etc) with the architect.
Associating ways that everyone can contribute and be heard in process of research. This does not only provide a
chance to gather insights that would translate into better design and development, but it would also give a good
learning experience to the users, that promotes children’s development as people and environmental advocates.