Biomimicry for Authentic Learning: The Effect on High School Students' Science and Engineering Skills

Abstract

Critical thinking, collaboration, and innovative problem-solving skills are increasingly critical to teach in order to address the unprecedented global challenges our world is facing. The United Nations 17 Sustainable Development Goals (SDGs) define these challenges and represent a global commitment to addressing them. For progress towards a sustainable future, science education needs authentic learning experiences to provide the platform that mirrors the processes, uncertainties, and creative demands of real scientific work. This study (N=106) evaluated the effects of using biomimicry as an authentic learning experience in a high school science classroom. The treatment involved all students participating in model-based inquiry and engineering design through a biomimicry project aligned with one of the SDGs of their interest. Using a mixed methods approach, academic performance of students’ ability to develop and use models, analyze data, and design solutions was analyzed. The results indicated that the biomimicry project can be used as an authentic learning experience for students. It had positive results on developing students’ science and engineering skills and students showed measurable improvements with identifying correct science and engineering skills for specific science tasks. These findings can inform effective strategies for implementing meaningful, real-world learning experiences in the science classroom.