Background: Biophilia is becoming an important theme in contemporary design practice. Research in this area has demonstrated measurable improvements in human health and wellbeing when built environments are able to connect people to nature. However, there is much debate about how design students can best learn to fluidly implement biophilic principles in their work. Purpose: This article describes an action research study conducted by design educators to evaluate experiential learning techniques in health care–focused interior design studio courses. The goal was to improve students’ creative synthesis in applying biophilic principles. Methodology/Approach: The author followed the four steps of action research—planning, action, observation, and reflection—in developing and evaluating a new experiential learning framework. An observational approach was used to assess student projects and the effectiveness of these teaching methods. Findings/Conclusions: Students who participated in the experiential learning activities demonstrated a relatively higher degree of holistic integration of biophilic principles in their design projects. Implications: While the observational findings are provisional evidence, these results provide insights into the advantages that experiential pedagogies may have in helping students to integrate and apply design knowledge. The ability to connect biophilic design principles to direct personal experiences appears to enhance creative synthesis in student work.

背景：亲生物正在成为当代设计实践中的一个重要主题。该领域的研究表明，当建筑环境能够将人与自然联系起来时，人类健康和福祉得到了可衡量的改善。然而，关于设计专业的学生如何才能最好地学习在他们的工作中流畅地实施亲生物原则，存在很多争论。目的：本文描述了设计教育工作者进行的一项行动研究，以评估以医疗保健为重点的室内设计工作室课程中的体验式学习技术。目标是提高学生在应用亲生物原则方面的创造性综合能力。方法论/方法：作者遵循行动研究的四个步骤——计划、行动、观察和反思——来开发和评估一个新的体验式学习框架。观察方法用于评估学生项目和这些教学方法的有效性。结果/结论：参与体验式学习活动的学生在他们的设计项目中表现出相对较高程度的亲生物原则整体整合。含义：虽然观察结果是临时证据，但这些结果提供了对体验式教学法在帮助学生整合和应用设计知识方面可能具有的优势的见解。将亲生物设计原则与直接个人体验联系起来的能力似乎增强了学生工作中的创造性综合。