Developing biomimicry STEM activity by querying the relationship between structure and function in organisms

Abstract

The theme that structure determines function is one of the most significant cornerstones in understanding natural sciences. On the other hand, recently revised science curriculum in Turkey has emphasized science and engineering practices to help students be able to converge science with the other disciplines by applying theory into practice and product; but there is not an emphasis on the repeating patterns and relationships between structure and function for natural and built systems at any grades. In order to close this gap, the main objective of this study is to develop an integrated biomimicry STEM activity about the unit of Living Things World at grade five. This paper reported on a case study of 21 fifth-grade students" gaining experiences about the engineering design process by mimicking a structure from the organisms to solve a human problem. Even more striking result is that students can manage to incorporate biomimicry into their design solutions by the way of complementary relationship between structure and function in organisms.

Modernizing the photogrammetry curriculum by integrating the entrepreneurial mindset, bio-inspired design and STEAM approach

“…Additionally, it inspires students to find economical, efficient, and sustainable solutions for technical challenges from nature (Nagel et al, 2019). Besides being a powerful problem-solving approach, bio-inspired design is interdisciplinary (Snell-Rood and Smirnoff, 2023) and can be used to broaden participation and engagement from underrepresented groups, especially women, within engineering disciplines (Gencer et al, 2020).…”

The effects of Teaching Practices Based on Biomimicry Approach on Learning-Teaching Processes

“…Researchers have revealed that the biomimicry approach can be used in STEM activities, can be effective in the design and analysis processes of interdisciplinary projects and will improve scientific research skills (Canbazoğlu-Bilici et al 2021). Similarly, Gencer et al (2020) pointed out that for biomimicry and STEM activities, students' examination of books, viewing documentaries, collecting data, interpreting, developing models, explaining scientific concepts, sharing their ideas, and enriching these ideas by discussing with their peers improve their scientific research skills and enable them to be part of the active learning process.…”

A Case Study Investigating High School Teachers’ Implementation of an Engineering-focused Biologically Inspired Design Curriculum (Fundamental Research)

“…The amalgamation of BID helps to break down traditional barriers between disciplines making engineering more accessible and appealing to all students, especially women [8]. Furthermore, BID activities compel students to examine nature deeply for novel, creative, and sustainable design solutions while heightening students' views about the natural world and supporting their understanding of the EDP [8], [10], [13], [14], [15].…”

“…In pre-college education, several studies have explored BID integration in the EDP across formal and informal settings [10], [11], [13], [14], [15]. Laut et al [13] explored middle school students' interest in STEM subjects, especially engineering-related concepts, after engaging in after-school activities.…”

“…The authors reported that due to engaging in the activity, students showed an increased interest in STEM and found engineering more accessible [10]. As evident in the studies presented, the inclusion of BID within engineering can positively impact students' understanding, perceptions, and interest in engineering [10], [11], [14], [15], [16]. Therefore, developing BID-integrated curricula that engage students in multidisciplinary learning is imperative.…”