Design vocabulary and schemas for biophilic experiences in cold climate schools

This research explores a design approach for biophilic experiences applied to children's learning environments in cold climates. The primary research gaps addressed are the confusion among principles, experiences and architectural characteristics in biophilic design literature; the lack of common terminology for referencing spatial patterns that induce biophilic responses; and limited design methods and generative approaches for designers due to the focus on empirical validation and broad theoretical generalisations. A visual biophilic design vocabulary, including spatial enclosure and adjacencies, is developed for experiences of abiotic and biotic nature. A framework is proposed for biophilic design schemas. In the context of renovating primary schools in Quebec, Canada, 38 schemas for cold climates are developed within this framework. Using these tools in an architectural design studio course showed that this common graphic language integrates experiences of nature in design processes, enabling researchers and architects to describe biophilic spaces with shared terms and logic.