Research Article
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Views of Middle School Students on the Effectiveness of Science Courses Conducted with Biomimicry

Year 2023, Volume: 12 Issue: 3, 1353 - 1374, 30.09.2023
https://doi.org/10.15869/itobiad.1257205

Abstract

This study investigated the views of middle school students on the effectiveness of science courses conducted with biomimicry. To this end, phenomenological design, one of the qualitative research methods, was used. The study group consisted of 10 students in grades 5 and 7 who continued their education in a middle school located in the central district of Ankara province in the 2021-2022 academic year. Participants were determined through criterion sampling. The data collected through semi-structured interviews were analyzed using descriptive analysis. Based on the findings, codes and themes were created. According to the results of the study, students emphasized that science courses conducted with biomimicry activities increased their motivation and contributed to their academic and social development, as well as improving their creativity. In addition, due to the permanence of knowledge and the fun nature of the lessons, students also want to use biomimicry-based activities in other courses. In the study, how students overcame the challenges they faced was also examined. In this context, student responses indicated that the activities took too much time, they had difficulty deciding on the organism to be inspired by, and that a lot of thinking was required. Providing options for students to conduct biomimicry activities in areas of their interest will encourage greater participation. It is recommended to conduct more comprehensive studies on integrating biomimicry into science courses using different measurement tools and different study groups. It is thought that the widespread use of biomimicry activities will have a positive impact on students' motivation and academic achievement.

References

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  • Arizona State University (2023, July 15). About The Biomimicry Center. https://biomimicry.asu.edu/about-us/
  • Atay, S. N. (2021). Teachers’ Opınıons On Skıll-Based Questions In 8th Grade Turkısh And Revolutıon Hıstory And Kemalısm Courses. Master Thesis. Amasya University, Amasya.
  • Avci, F. (2019). Nature and innovation: biomimicry in schools. Anatolian Journal of Teacher, 3(2), 214-233. https://doi.org/10.35346/aod.604872
  • Benyus, J. M. (2002). Biomimicry: Innovation inspired by nature. New York: Harper Collins
  • Biyikli, C., & Yagci, E. (2014). Description of Education Situations Designed According to 5E Learning Model. Elementary Education Online, 13(3), 1075‐1097.
  • Biomimicry for Entrepreneurs (2018). December 15, 2020, http://biomimicryfe.org/
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  • Dönel Akgül, G., & Kiliç, M. (2023). Preservice Science Teachers' Views on Educational Digital Games and KODU Implementations. Fen Bilimleri Öğretimi Dergisi, 8(2), 101-120. https://doi.org/https://dergipark.org.tr/en/pub/fbod/issue/71992/1158003
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  • Glesne, C. (2010). Becoming qualitative researchers: An introduction (4th ed.). Pearson Publication. USA.
  • Gould, D., Knowlton, K., & R., W. (2021). My Robot Can Fly! National Science Teaching Association (NSTA) Science & Children, 58(5), 24-29.
  • Grant, E. G. (2012). Using Biomimicry to Engage Students in a Design-Based Learning Activity. The American Biology Teacher, 74(3), 182-184. https://doi.org/10.1525/abt.2012.74.3.10
  • Jacobs, S. (2014). Biomimetics: A Simple foundation will lead to new insight about process. International Journal of Design & Nature and Ecodynamics, 9(2), 83-94. https://doi.org/ 10.2495/DNE-V9-N2-83-94
  • Jacobs, S., Eggermont, M., Helms, M., & Wanieck, K. (2022). The Education pipeline of biomimetics and its challenges. Biomimetics, 7(3), 1-19. https://doi.org/https://doi.org/10.3390/biomimetics7030093
  • Kandemir, N. , Değirmenci, S. & Coşgun, M. A. (2022). Investigation Of Science Teacher Candidates Skills in Associating Biomimicry Examples with Physics Concepts And Daily Life. Turkish Journal of Primary Education, 7(1) , 25-43. DOI:10.52797/tujped.1093614
  • Karaman, P., Karaman, A., (2016). Opinions of Science Teachers about the Revised Science Education Program. Faculty of Education Journal, 18(1), 243-269.
  • Karamustafaoglu, O., Sontay, G., & Tutar, M. (2016). “Student Views About “Science Teaching With Outdoor Learning Environments”: Planetarium Tour. Journal of Research in Informal Environments (JRINEN), 1(1), 1- 24. https://doi.org/https://dergipark.org.tr/en/pub/jrinen/issue/26875/263991
  • Karslı, G., & Kurt, M. (2021). Fen Öğretiminde Biyomimikri. In S. Say & F. S. Yıldırım (Eds.), Fen Öğretiminde Yeni Yaklaşımlar - II. Ankara: Pegem Akademi.
  • Kaya, Ş. (2022). Investigation Of the Effects Of Stem Educational Activities Using Biomimicry Implication On The Preservice Science Teachers' Environmental Literacy Skills. Master Thesis. Cukurova University, Adana.
  • Kelley, T., Knowles, J. G., Han, J., & N., T. A. (2021). Integrated STEM models of implementation. Journal of STEM Education, 22(1), 34-45. http://orcid.org/0000-0002-3620-7017
  • Kızkapan, O., & Nacaroğlu, O. (2019). Scıence Teachers’ Opınıons About Central Exams (LGS). Nevsehir Hacı Bektas Veli University SBE Journal, 9(2), 701-719.
  • Lebdioui, A. (2022). Nature-inspired innovation policy: Biomimicry as a pathway to leverage biodiversity for economic development. Ecological Economics, 202, 107585. https://doi.org/https://doi.org/10.1016/j.ecolecon.2022.107585
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Ortaokul Öğrencilerinin Biyomimikri ile Yürütülen Fen Derslerinin Etkililiğine İlişkin Görüşleri

Year 2023, Volume: 12 Issue: 3, 1353 - 1374, 30.09.2023
https://doi.org/10.15869/itobiad.1257205

Abstract

Bu çalışmada biyomimikri ile yürütülen fen derslerinin etkililiğine ilişkin ortaokul öğrencilerinin görüşleri araştırılmıştır. Bu amaç doğrultusunda nitel araştırma yöntemlerinden fenomonolojik (olgubilim) desen kullanılmıştır. Araştırmanın çalışma grubunu 2021-2022 eğitim öğretim yılında Ankara ilinin merkez ilçesinde bulunan bir ortaokulda 5. ve 7. sınıflarda eğitime devam eden 10 öğrenci oluşturmaktadır. Katılımcılar gönüllülük esasına dayalı olarak ölçüt örnekleme yöntemi ile araştırmaya dahil edilmiş ve yarı yapılandırılmış görüşmelerle veriler toplanmıştır. Elde edilen veriler betimsel analiz yöntemiyle analiz edilmiştir. Görüşmelerden elde edilen bulgular doğrultusunda uzman görüşüne başvurularak kodlar ve temalar oluşturulmuştur. Araştırmanın sonuçlarına göre öğrenciler, biyomimikri etkinlikleri ile yürütülen fen bilimleri derslerinin eğlendirici olduğunu, anlamlı öğrenmelerini ve motivasyonlarını artırdığını, akademik ve sosyal açıdan katkılar sağlamasının yanında yaratıcılıklarını geliştirdiğini vurgulamışlardır. İlave olarak öğrencilerin bilgilerde kalıcılık sağlaması ve derslerin daha eğlenceli olması sebebiyle diğer derslerde de biyomimikri odaklı etkinlikler kullanmak istedikleri sonucuna ulaşılmıştır. Biyomimikri uygulamaları okul dersleri ile doğa arasındaki bağlantıyı göstererek öğrencilerin okula daha yakın hissetmelerine neden olmuştur. Bu sayede öğrenciler farklı bir bakış açısı ile doğayı gözlemlemeyi öğrenmiş, yeni ve benzersiz fikirler üretebileceklerini düşünmüşlerdir. Araştırmada, öğrencilerin öğrenme deneyimleri, yaşadıkları zorluklar ve bu zorlukların üstesinden nasıl geldikleri de incelenmiştir. Bu kapsamda öğrenci yanıtları etkinliklerin çok zaman aldığı, ilham alınan organizmaya karar vermede zorlandıkları ve çok düşünmek gerektiği yönünde olmuştur. Fen eğitiminde biyomimikri konusu genellikle çok fazla kavram bilgisi gerektirmektedir. Biyomimikri kavramını anlamaları ve canlı organizmaların özelliklerini öğrenmeleri, onların kendi tasarımlarını oluşturma konusunda motivasyon kazanmalarına yardımcı olacaktır. Biyomimikri etkinlikleri gerçekleştirirken öğrencilerin kişisel ilgi alanlarının da dikkate alınması önemlidir. Öğrencilere ilgi duydukları alanlarda biyomimikri etkinlikleri gerçekleştirmeleri için seçenekler sunulması, öğrencilerin etkinliklere daha fazla katılım göstermelerini sağlar. Biyomimikri etkinliklerinin yaygınlaştırılmasının öğrencilerin motivasyonunu ve akademik başarılarını olumlu yönde etkileyeceği düşünülmektedir.

References

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  • Alemdar, M., Ehsan, H., Cappelli, C., Kim, E., Moore, R., Helms, M., Weissburg, M. (2021, July). Biologically Inspired Design for Engineering Education: Online Teacher Professional Learning (Evaluation). Paper presented at 2021 ASEE Virtual Annual Conference Content Access, Virtual Conference. https://doi.org/10.18260/1-2--36749
  • Alperen, N. F. (2020) A Stem-Based Instructional Design for The Middle School 5th Grade Science Applications Course: Technologies Inspired By Nature. Master Thesis. Recep Tayyip Erdogan University, Rize.
  • Arizona State University (2023, July 15). About The Biomimicry Center. https://biomimicry.asu.edu/about-us/
  • Atay, S. N. (2021). Teachers’ Opınıons On Skıll-Based Questions In 8th Grade Turkısh And Revolutıon Hıstory And Kemalısm Courses. Master Thesis. Amasya University, Amasya.
  • Avci, F. (2019). Nature and innovation: biomimicry in schools. Anatolian Journal of Teacher, 3(2), 214-233. https://doi.org/10.35346/aod.604872
  • Benyus, J. M. (2002). Biomimicry: Innovation inspired by nature. New York: Harper Collins
  • Biyikli, C., & Yagci, E. (2014). Description of Education Situations Designed According to 5E Learning Model. Elementary Education Online, 13(3), 1075‐1097.
  • Biomimicry for Entrepreneurs (2018). December 15, 2020, http://biomimicryfe.org/
  • Biomimicry Institute (2006) December 15, 2020, https://asknature.org/about/
  • Boga, M. A., & Timur, S. O. (2016). Exploring Biomimicry in the Students’ Design Process. Design and Technology Education: An International Journal, (21)1, 21-31.
  • Cakir, A. (2019). Biology Teacher Candidates' Awareness About Biomimicry [Questioning of Changes in Education: Looking for Priorities in Education]. Education, Society, and Reform Conference (EDUSREF). Ankara, Turkey, 28-29 June 2019., 27.
  • Canbazoğlu Bilici, S., Küpeli, M. A., & Guzey, S. S. (2021). Inspired by nature: an engineering design-based biomimicry activity. Science Activities, 58(2), 77-88. https://doi.org/10.1080/00368121.2021.1918049
  • CBID (2023, July 14). Center for Biologically İnspired Design- Integrative Education and Research Training: CBID at Georgia Tech. https://cbid.gatech.edu/professional-ecosystem/
  • Ceschin, F., & Gaziulusoy, I. (2016). Evolution of design for sustainability: From product design to design for system innovations and transitions. Design Studies, 47, 118-163. https://doi.org/https://doi.org/10.1016/j.destud.2016.09.002
  • CIBER (2023, July, 15). The Center for Interdisciplinary Biological Inspiration in Education and Research. https://www.cibercenter.net/
  • Collins, K. (2016). Nature of Investing: Resilient Investment Strategies Through Biomimicry. Routledge.
  • Creswell, J. W. (2009). Research design, qualitative, quantitative, and mixed methods approaches (3rd ed.). California: SAGE Publications.
  • Çoban, M. (2019). Integration of Biomimicry into Science Education. MSc. Thesis, Yildiz Technical University, Istanbul.
  • Dilaver Türe, D. (2023). Designing biomimicry and reverse engineering-based stem activities, implementation in chemistry lessons and evaluation of their effectiveness. Doctoral Dissertation. Marmara University, Istanbul. https://hdl.handle.net/11424/289227
  • Dönel Akgül, G., & Kiliç, M. (2023). Preservice Science Teachers' Views on Educational Digital Games and KODU Implementations. Fen Bilimleri Öğretimi Dergisi, 8(2), 101-120. https://doi.org/https://dergipark.org.tr/en/pub/fbod/issue/71992/1158003
  • Eagle-Malone, R. S. (2021). Biomimicry outside the Classroom. The American Biology Teacher, 83(2), 120-124. https://doi.org/10.1525/abt.2021.83.2.120
  • Ersanlı, C. (2016). The Significance and Place of Biomimicry Data in Physics Education. 5th International Vocational Schools Symposium – Prizren, 18-20 May 2016.
  • Eshach, H. (2007). Bridging in-school and out-of-school learning: Formal, non-formal, and informal education. Journal of Science Education and Technology, 16(2), 171-190.
  • Fraenkel, J. R. , & Wallen, N. E. (2011). Educational research: A guide to the process. Routledge.
  • Fried, E., Martin, A., Esler, A., Tran, A., & Corwin, L. (2020). Design-based learning for a sustainable future: student outcomes resulting from a biomimicry curriculum in an evolution course. Evolution: Education and Outreach, 13(1), 1-22. https://doi.org/10.1186/s12052-020-00136-6
  • Gencer, A. S., Doğan, H., & Bilen, K. (2020). Developing Biomimicry STEM Activity by Querying The Relationship Between Structure And Function In Organisms [Journal Article]. Turkish Journal of Education, 9(1), 64-105. https://doi.org/10.19128/turje.643785
  • Glesne, C. (2010). Becoming qualitative researchers: An introduction (4th ed.). Pearson Publication. USA.
  • Gould, D., Knowlton, K., & R., W. (2021). My Robot Can Fly! National Science Teaching Association (NSTA) Science & Children, 58(5), 24-29.
  • Grant, E. G. (2012). Using Biomimicry to Engage Students in a Design-Based Learning Activity. The American Biology Teacher, 74(3), 182-184. https://doi.org/10.1525/abt.2012.74.3.10
  • Jacobs, S. (2014). Biomimetics: A Simple foundation will lead to new insight about process. International Journal of Design & Nature and Ecodynamics, 9(2), 83-94. https://doi.org/ 10.2495/DNE-V9-N2-83-94
  • Jacobs, S., Eggermont, M., Helms, M., & Wanieck, K. (2022). The Education pipeline of biomimetics and its challenges. Biomimetics, 7(3), 1-19. https://doi.org/https://doi.org/10.3390/biomimetics7030093
  • Kandemir, N. , Değirmenci, S. & Coşgun, M. A. (2022). Investigation Of Science Teacher Candidates Skills in Associating Biomimicry Examples with Physics Concepts And Daily Life. Turkish Journal of Primary Education, 7(1) , 25-43. DOI:10.52797/tujped.1093614
  • Karaman, P., Karaman, A., (2016). Opinions of Science Teachers about the Revised Science Education Program. Faculty of Education Journal, 18(1), 243-269.
  • Karamustafaoglu, O., Sontay, G., & Tutar, M. (2016). “Student Views About “Science Teaching With Outdoor Learning Environments”: Planetarium Tour. Journal of Research in Informal Environments (JRINEN), 1(1), 1- 24. https://doi.org/https://dergipark.org.tr/en/pub/jrinen/issue/26875/263991
  • Karslı, G., & Kurt, M. (2021). Fen Öğretiminde Biyomimikri. In S. Say & F. S. Yıldırım (Eds.), Fen Öğretiminde Yeni Yaklaşımlar - II. Ankara: Pegem Akademi.
  • Kaya, Ş. (2022). Investigation Of the Effects Of Stem Educational Activities Using Biomimicry Implication On The Preservice Science Teachers' Environmental Literacy Skills. Master Thesis. Cukurova University, Adana.
  • Kelley, T., Knowles, J. G., Han, J., & N., T. A. (2021). Integrated STEM models of implementation. Journal of STEM Education, 22(1), 34-45. http://orcid.org/0000-0002-3620-7017
  • Kızkapan, O., & Nacaroğlu, O. (2019). Scıence Teachers’ Opınıons About Central Exams (LGS). Nevsehir Hacı Bektas Veli University SBE Journal, 9(2), 701-719.
  • Lebdioui, A. (2022). Nature-inspired innovation policy: Biomimicry as a pathway to leverage biodiversity for economic development. Ecological Economics, 202, 107585. https://doi.org/https://doi.org/10.1016/j.ecolecon.2022.107585
  • Linder, B., & Huang, J. (2022). Beyond Structure-Function: Getting at Sustainability within Biomimicry Pedagogy. Biomimetics, 7(3), 1-12. https://doi.org/10.3390/biomimetics7030090
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There are 62 citations in total.

Details

Primary Language English
Subjects Other Fields of Education
Journal Section Articles
Authors

Betül Aydın 0000-0002-1922-099X

Dr. Fitnat Kaptan 0000-0002-8498-729X

Early Pub Date September 21, 2023
Publication Date September 30, 2023
Published in Issue Year 2023 Volume: 12 Issue: 3

Cite

APA Aydın, B., & Kaptan, D. F. (2023). Views of Middle School Students on the Effectiveness of Science Courses Conducted with Biomimicry. İnsan Ve Toplum Bilimleri Araştırmaları Dergisi, 12(3), 1353-1374. https://doi.org/10.15869/itobiad.1257205

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