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

Yıl 2023, Cilt: 12 Sayı: 3, 1353 - 1374, 30.09.2023
https://doi.org/10.15869/itobiad.1257205

Öz

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.

Kaynakça

  • Altun, Ş. (2019) Doğanın İnovasyonu: Yenilik İçin Doğadan İlham Al. Hümanist Kitap.
  • 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
  • Lurie-Luke, E. (2014). Product and technology innovation: What can biomimicry inspire? Biotechnology Advances, 32(8), 1494-1505. https://doi.org/https://doi.org/10.1016/j.biotechadv.2014.10.002
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Ortaokul Öğrencilerinin Biyomimikri ile Yürütülen Fen Derslerinin Etkililiğine İlişkin Görüşleri

Yıl 2023, Cilt: 12 Sayı: 3, 1353 - 1374, 30.09.2023
https://doi.org/10.15869/itobiad.1257205

Öz

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.

Kaynakça

  • Altun, Ş. (2019) Doğanın İnovasyonu: Yenilik İçin Doğadan İlham Al. Hümanist Kitap.
  • 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
  • Lurie-Luke, E. (2014). Product and technology innovation: What can biomimicry inspire? Biotechnology Advances, 32(8), 1494-1505. https://doi.org/https://doi.org/10.1016/j.biotechadv.2014.10.002
  • Merriam, S. B. (2013). Qualitative research (Second edition). San Francisco: Jossey-Bass.
  • Mirici, S., Tanalp, D. T., Tuysuz, M., & Tuzun, U. N. (2021). An enrichment implementation in the education of gifted students: biomimicry with the macro, micro, and submicro nature of freshwater creatures. International Online Journal of Education and Teaching (IOJET), 8(2), 604-621. https://eric.ed.gov/?id=EJ1294315
  • Nicholas, C., & Peterson, J. (2015). BIOMIMICRY: The "Natural" Intersection of Biology and Engineering. Science Scope, 38(7), 18-24. http://www.jstor.org/stable/43691248
  • Özkale, U., Kiliç, F., & Yelken, T. Y. (2020). According to the Views of Primary School Students Investigation of the Activities Performed in the Science Course in Terms of Creative Thinking Skills. Turkish Journal of Educational Studies, 7(3), 139-168. https://doi.org/https://dergipark.org.tr/en/pub/turkjes/issue/57942/753115
  • Qureshi, S. (2022). How students engage in biomimicry. Journal of Biological Education, 56(4), 450-464. https://doi.org/10.1080/00219266.2020.1841668
  • Say, S. & Yıldırım, F. S. (Eds.) (2021) Fen öğretiminde yeni yaklaşımlar. Fen öğretiminde biyomimikri- Okul dışı öğrenme ortamlarında biyomimikri. Pegem Akademi
  • Snell-Rood, E. C., Smirnoff, D., Cantrell, H., Chapman, K., Kirscht, E., & Stretch, E. (2021). Bioinspiration as a method of problem-based STEM education: A case study with a class structured around the COVID-19 crisis. Ecology And Evolutıon, 11(23), 16374-16386. https://doi.org/10.1002/ece3.8044
  • Speck, O., & Speck, T. (2021). Biomimetics and education in europe: Challenges, opportunities, and variety. Biomimetics, 6(3), 49. https://doi.org/10.3390/biomimetics6030049
  • Staples, H. (2005). The Integration of Biomimicry as a Solution-Oriented Approach to the Environmental Science Curriculum for High School Students. Biomimicry in Environmental Education, 1-72.
  • Stevens, L., Kopnina, H., Mulder, K., & De Vries, M. (2021). Biomimicry design thinking education: a base-line exercise in preconceptions of biological analogies. International Journal of Technology and Design Education, 31(4), 797-814. https://doi.org/10.1007/s10798-020-09574-1
  • Sumrall, W. J., Sumrall, K. M., & Robinson, H. A. (2018). Using Biomimicry to Meet NGSS in the Lower Grades. Science Activities, 55(3-4), 115-126. https://doi.org/10.1080/00368121.2018.1563041
  • Swarat, S., Ortony, A., & Revelle, W. (2012). Activity matters: Understanding student interest in school science. Journal of research in science teaching, 49(4), 515-537.
  • Şad, S. N. & Şahiner, Y. K. (2016). Students’ Teachers’ and Parents’ Views about Transition from Basic Education to Secondary Education (BESE) System. Elementary Education Online, 15(1), 0-0. DOI: 10.17051/io.2016.78720
  • Şahna, S., & Başbay, A. (2013). The Problems Encountered in Information Technology Courses at Primary Schools. Elementary Education Online, 12(2), 367-382. https://doi.org/https://dergipark.org.tr/en/pub/ilkonline/issue/8585/106647
  • UA (2023, June 15). The University of Akron- Biomimicry Research and Innovation Center. https://www.uakron.edu/bric/
  • Tisza, G., Papavlasopoulou, S., Christidou, D., Voulgari, I., Iivari, N., Giannakos, M. N., & Markopoulos, P. (2019, May). The role of age and gender on implementing informal and non-formal science learning activities for children. In Proceedings of the Fab Learn Europe 2019 Conference (pp. 1-9)
  • Victoria, D., & Krista, L. (2012). Biophilic Boulder: Children's Environments That Foster Connections to Nature. Children, Youth and Environments, 22(2), 112-143. https://doi.org/10.7721/chilyoutenvi.22.2.0112
  • Williams, D., Barber, A., & Sheppard, P. (2019). Making Inspired by Nature: Engaging Preservice Elementary Teachers and Children in Maker-centered Learning and Biomimicry. In K. Graziano (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 1660-1665). Las Vegas, NV, United States: Association for the Advancement of Computing in Education (AACE). Retrieved February 1, 2023 from https://www.learntechlib.org/primary/p/207866/.
  • Yıldırım, B. (2019). The Opinions of Pre-service Science Teachers about Biomimicry Practices in STEM Education. Journal of Gazi University Gazi Education Faculty, 39(1), 63-90. https://doi.org/https://dergipark.org.tr/en/pub/gefad/issue/43993/361834
  • Yıldırım, A. & Şimşek, H. (2011). Sosyal bilimlerde nitel araştırma yöntemleri (Sekizinci basım). Ankara: Seçkin Yayıncılık.
Toplam 62 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Alan Eğitimleri
Bölüm Makaleler
Yazarlar

Betül Aydın 0000-0002-1922-099X

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

Erken Görünüm Tarihi 21 Eylül 2023
Yayımlanma Tarihi 30 Eylül 2023
Yayımlandığı Sayı Yıl 2023 Cilt: 12 Sayı: 3

Kaynak Göster

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
İnsan ve Toplum Bilimleri Araştırmaları Dergisi  Creative Commons Atıf-GayriTicari 4.0 Uluslararası Lisansı (CC BY NC) ile lisanslanmıştır.