Abstract
Bio-design is a growing field in architecture that focuses on integrating biological processes and systems into the design of buildings and urban environments. This approach draws inspiration from nature and seeks to create sustainable and regenerative structures that can adapt to changing environmental conditions. Architecture students are increasingly becoming involved in the design and execution of bio-design experiments, leveraging their interdisciplinary knowledge and design skills to create innovative solutions that integrate biology and design principles. This allows students to explore new avenues of research and to develop a deeper understanding of the intersection between design and the natural world. This paper highlights a pedagogical strategy for introducing architecture students to bio-design and bio-fabrication within a wet lab environment. It identifies the challenges as well as the necessity for offering interdisciplinary courses to meet contemporary environmental concerns.
Keywords
bio-design research, experiment design, laboratory methods, living architecture, digital fabrication
DOI
https://doi.org/10.21606/iasdr.2023.833
Citation
Crawford, A.(2023) Pedagogy of Experimental Design: Scientific research methods in architectural education, in De Sainz Molestina, D., Galluzzo, L., Rizzo, F., Spallazzo, D. (eds.), IASDR 2023: Life-Changing Design, 9-13 October, Milan, Italy. https://doi.org/10.21606/iasdr.2023.833
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
Conference Track
pictorials
Included in
Pedagogy of Experimental Design: Scientific research methods in architectural education
Bio-design is a growing field in architecture that focuses on integrating biological processes and systems into the design of buildings and urban environments. This approach draws inspiration from nature and seeks to create sustainable and regenerative structures that can adapt to changing environmental conditions. Architecture students are increasingly becoming involved in the design and execution of bio-design experiments, leveraging their interdisciplinary knowledge and design skills to create innovative solutions that integrate biology and design principles. This allows students to explore new avenues of research and to develop a deeper understanding of the intersection between design and the natural world. This paper highlights a pedagogical strategy for introducing architecture students to bio-design and bio-fabrication within a wet lab environment. It identifies the challenges as well as the necessity for offering interdisciplinary courses to meet contemporary environmental concerns.