Science Activities

2021, VOL. 58, NO. 2, 77–88

https://doi.org/10.1080/00368121.2021.1918049

Inspired by nature: an engineering design-based biomimicry activity

Sedef Canbazoğlu Bilicia , Mehmet Ali Küpelib and S. Selcen Guzeyc
a
Department of Science Education, Aksaray University, Aksaray, Turkey; bRepublic of Turkey Ministry of National Education, Adana,
Turkey; cDepartment of Curriculum and Instruction and Department of Biological Sciences, Purdue University, West Lafayette, USA

ABSTRACT KEYWORDS
This activity provides opportunities for middle school students to design bio-inspired, Science education;
eco-friendly vehicles. Twenty-four 8th grade students (12 girls, 12 boys) engaged in the engineering design process;
activity which was implemented in four class periods, 40 minutes each, in an elective biomimicry
Environmental Education course. During the activity, students engaged in engineering design
process and they integrated eco-friendly systems that can be used to solve the problem of
air pollution. In this process, the students researched and observed living organisms and
made their designs inspired by the body and movement systems of grasshoppers, ants,
spiders and red Japanese beetles, and added eco-friendly elements (such as solar panels,
exhaust filtering systems, hybrid batteries, electric motors) to their prototype vehicles.
Working as “engineers”, students had the opportunity to gain knowledge and engage in
engineering design practices. The activity helped students explore science concepts such
as biomimicry, air pollution, and structural features of different living organisms. This study
suggests the use of biomimicry design activities in STEM classrooms.

Introduction purpose of solving authentic, realistic problems

in meaningful, rich, and socially relavant contexts
In traditional K-12 STEM education, science and
(Bryan and Guzey 2020). In this approach, engi-
mathematics subjects are taught in isolation, with
neering plays a critical role, it is considered as
no particular attempts to make connections
the integrator. Engineering supports in-depth
between the two disciplines. However, solving
understanding of the STEM subjects since engi-
today’s real-world problems require students to
neering design challenges require students to
use multidisciplinary or interdisciplinary
apply science and mathematics concepts to design
approaches. Thus, students find it difficult to solutions (Moore et al. 2014).
apply the concepts they learn in school to prob- Integrated STEM education aims to prepare stu-
lems they encounter in real life (Yıldırım 1996). dents for a diverse STEM workforce. When engaged
There is a clear need for teaching science and in integrated STEM activities that support STEM
mathematics concepts using interdisciplinary learning, skills, and interest, students enhance their
approaches which provide students meaningful understanding of disciplinary concepts (Yang and
learning experiences. The recent research has Baldwin 2020), 21st century skills (Bryan et al.
shown the benefits of integrated STEM education 2015), and increase interest in pursuing a STEM
approaches on students’ disciplinary learning career (Baran et al. 2019). However, a widespread
(Martín-Páez et al. 2019) and engagement (Struyf implementation of integrated STEM education is
et al. 2019). One of the goals of integrated STEM still a challenge. Teachers who have limited knowl-
education is to remove traditional barriers edge, resources, and comfort with teaching engi-
between disciplines and to achieve integration neering concepts and practices find it challenging
between disciplines in a harmonious way (Wang to teach STEM subjects using interdisciplinary
2012). Specifically, integrated STEM education is approaches (Dare, Ring-Whalen, and Roehrig 2019;
defined as teaching science and mathematics Kelley and Knowles 2016). Thus, teachers need
through integrating engineering design for the professional development opportunities related to

CONTACT Sedef Canbazoğlu Bilici sedefcanbazoglu@aksaray.edu.tr Department of Science Education, Aksaray University, Aksaray, Turkey
© 2021 Taylor & Francis Group, LLC
78 S. C. BILICI ET AL.

K-12 STEM education and engineering education, and researchers design solutions turn to nature in
and curriculum materials to effectively implement search for solutions to challenging problems, design
integrated STEM education approaches. inspiration, or ideas. Biomimicry, which combines
As is the case with other countries, in Turkey, nature, biology, design, and technology, is an inter-
there is an increased emphasis at the national level disciplinary approach (Roobeek 2019). Janine M.
on integrating engineering into the education stan- Benyus, the co-founder of the Biomimicry Institute,
dards. In Turkey, engineering has become a part has a pioneering role in popularizing the term bio-
of the national science curriculum for grades 4-8 mimicry (Benyus 1997). In his book, Biomimicry:
in 2017. This new vision of science and engineer- Innovation Inspired by Nature, Benyus emphasizes
ing education supports students’ meaningful learn- emulating nature’s forms, processes, and ecosystems.
ing of core science ideas and engineering and These three elements can support innovation pro-
emphasizes the integration of content with scien- cesses (Kenny et al. 2012).
tific and engineering practices. Thus, students are Today, in many fields like robotics, products
expected to actively engage in scientific inquiry have been created or regenerative designs have
and engineering practices, and develop new under- been created by emulating nature’s solutions or
standings in science and engineering. Further, it examining processes in nature (Mueller 2008). In
is expected that students engage in engineering the context of K-12 education, students can
design projects that focus on improving tools, design nature-inspired solutions by observing
objects, or systems used or encountered in daily nature and using nature as a model (Avcı 2019;
life. The national education startdards also provide Kılıç and Çilek 2019). However, students have
guidance for teachers to ensure students engage difficulty understanding biomimicry or replicating
in engineering design problems that include cri- nature’s solutions and processes (Sumrall, Sumrall,
teria for constraints on cost, materials, and time. and Robinson 2018). Integrating biomimicry
(Ministry of National Education [MoNE] 2018). design challenges into curriculum, explaining
Finding solutions to real-life problems through examples of biomimicry or solutions inspired by
the engineering design process enables students to nature (such as rough cocklebur-velcro tape, bats’
learn in meaningful ways (Aslan-Tutak and Akaygün navigation-“smart” cane, shark skin-competetive
2019; Daugherty 2012). Authentic, real-world engi- swim trunks), enhancing student understanding
neering challenges increase students’ motivation to about structure and function of organisms and
solve engineering problems (Moore et al. 2014). natural adaptations, and allowing students engage
Biomimicry design projects, for example, provide in engineering design could contribute to stu-
engaging context and allow students to develop dents’ understanding of biomimicry. For example,
bio-inspired designs. Students use nature to design Gardner (2012) showed the benefits of a biomi-
solutions for real-life engineering problems or metic matching cards activity on student under-
enhance existing designs or technology solutions standing of the principles of biomimicry. In the
(Riechert and Post 2010). Biomimicry comes from activity, organism cards and technology cards
the Greek words bios, meaning life, and mimesis, were matched to discuss the process of creating
meaning to imitate (Vierra 2011, 1). The generally innovations used by researchers. Gardner empha-
agreed definition of biomimicry is that it is a design sized that design-based biomimicry activities that
approach and the process of taking inspirations integrate science content, especially at molecular
from nature to design innovative solutions (Avcı and nano-scale levels, contribute to learning of
2019; Shimomura 2010). It has been well known biomimicry. Similarly, Savcan Gencer, Doğan, and
that the nature has long been an inspiration for Bilen (2020) implemented biomimicry activities
design and innovation. Leonardo Da Vinci, for with secondary school students that focus on
example, designed the first helicopter -ornithopter- questioning the structure-function relationship in
in the 1480s, inspired by the wing structures and organisms. The authors found that students not
fluttering of birds and bats. Wright brothers, who only conceptually understood the adaptation of
flew the first powered aircraft, observed the flight living organisms, but also they enhanced under-
of birds for a long time to learn from nature (Kasap standing in engineering design after completing
and Kasap 2019). Today, more and more engineers the biomimicry activities.
 Science Activities 79

The new vision of science and engineering school. The activity was completed in four
education relies on the integration of content (40 minutes) class periods. The teacher taught
and practices of science and engineering (Next two class periods in a botanical garden and stu-
Generation Science Standards [NGSS] Lead dents met in the science laboratory for the
States 2013; MoNE 2018). It is important for remaining two class periods. Student artifacts
students to gain experience in engineering (e.g., design sketches, worksheets) were collected
design-based activities in order to better under- to assess the effectiveness of the activity.
stand the engineering design process and engi- This activity was designed using the STEM
neering (Hacıoğlu and Dönmez Usta 2020). integration framework proposed by Moore and
Biomimicry that is defined as taking inspirations colleagues (Moore et al. 2014). The STEM inte-
from biological features to develop new technol- gration framework has six key elements:
ogies or solve engineering challenges seems to
support instructional approaches advocated by
the new education reforms. Curricular materials Using a personally meaningful and motivating
that focus on integration of content ideas, prac- context
tices, and biomimicry have a potential to increase The context used for a STEM activity needs to
student learning. Accordingly, we designed and be engaging, personally meaningful, and moti-
implemented a biomimicry design activity with vating (Moore and Tank 2015). The context of
middle school students that allow them to design this activity is air pollution. To introduce the
a bio-inspired, eco-friendly vehicle. context to the students, students were asked to
read a client memorandum and a newspaper arti-
Method
cle titled "Even low levels of air pollution can
Using Biomimicry to Design Eco-friendly Vehicles increase the risk of death", which oriented them
activity was implemented with 24 8th grade stu- to the problem of air pollution (Figure 1). The
dents (12 girls, 12 boys) from a public middle newspaper article emphasize that the exposure to

Figure 1. Client Memorandum.

80 S. C. BILICI ET AL.

low levels of toxic air pollutants are linked to teacher made sure that students clearly identified
increased risk of death and addresses the need the engineering challenge -designing a
for eco-friendly solutions for improving air qual- bio-insipired, eco-friendly. Afterwards, students
ity. Eco-friendly products don’t harm the envi- read a newspaper article and analyzed air quality
ronment and often contain recycled materials. data. By examining their local air quality data
The environmentally-friendly, green products help and responding to the following higher order
conserving our natural resources and preventing questions, students became aware of the air pol-
pollution. Research has shown that eco-friendly lution problem and understood their local air
products contribute to sustainable development quality: What is the problem here?, What causes
of environment (Chen et al. 2021). When con- air pollution?, What is the air pollutant parameter
sidering air pollutants (carbon dioxide (CO2) that increased proportionally the most between
emissions, nitrogen oxides, and particulate mat- 2017 and 2019 in your city?, Can you explain
ter) eco-friendly products have minimized the why air pollutants are increasing?, Why do air
effects of these pollutants on the environment. pollutant parameters change during daytime and
The students were also provided with the air at night time?, Compare the amount of SO2 and
quality measurement data of the city they lived NOx in the air during winter. Why does the
in. The data was obtained from the National Air amount of sulfur increase in winter?, What are
Quality Monitoring Network of the Ministry of the factors that cause air pollution?, How can we
Environment and Urbanization website (https:// solve this problem?, What can be done to reduce
www.havaizleme.gov.tr/Services/AirQuality). air pollution caused by transportation?
Designing an eco-friendly vehicle considering
the air pollutant parameters of their city made II. Research need or problem
the engineering challenge more relavent to stu- At this stage, students researched factors causing
dents’ everyday lives. The concept of eco-friendly, air pollution (e.g., volcano activities, forest fires,
nature-inspired design also made the activity destruction of nature, artificial emission sources
interesting and engaging for the students. resulting from human activities) on the Internet.
Students then investigated how age of a vehicle,
its engine power and fuel type affect air pollution.
Participating in an engineering design challenge
After students completed their research, the teacher
with a compelling purpose that involves
discussed the formation of air pollutant parameters
problem-solving and ties to the context
and the carbon monoxide (CO) in the exhaust
Engineering makes STEM education more con- fumes and its damage to the environment. Further,
nected. Problem solving and design thinking are the teacher explained that nitrogen oxide (NOX)
central to engineering. It is critical for students emissions are caused by transportation, industry
to participate in an engineering design task with and partially heating, and that they are formed by
a compelling purpose that involves problem-solving the reaction of nitrogen and oxygen in polluted
skills and ties to the context of the design chal- air or the oxidation of nitrogen in the fuel.
lange. In this activity, the 9-step engineering To help students gain background knowledge
design process proposed by Hynes et al. (2011, 9) about biomimicry, the teacher had students
was employed. observed insects and plants in the botanical gar-
den. Using magnifying glasses, students made
I. Identify need or problem observations of living things and select a living
To help students identify the engineering prob- organism to mimic its structural functions for their
lem, the teacher created a client memorandum. eco-friendly vehicle design. Students were also
Students first read the memorandum individually. asked to research living systems on the Internet.
Next, the teacher asked students to summarize Students used the Biomimicry Institute’s Ask Nature
to a partner what their job will be in this engi- web site (https://asknature.org) to learn information
neering challenge. The teacher then gathered about biomimicry. For example, three teams stated
students together and had students share and that they would be inspired by the grasshopper
discuss their answers. As they discussed, the due to its angular body structure, wings and long
 Science Activities 81

legs that enable jumping. One team stated that design solutions. After the teacher responded to
they would benefit from the foot and strong neck students’ questions about cost, time, tests to com-
joint structure of the ants. Another team wrote plete, and evaluation of their designs, students
that they would make a design similar to the started to work on their designs.
multi-foot structure of the spider, while another
team noted down that they would use the multi-foot
IV. Select best possible solution
structure of the red Japanese beetle in their design.
Once each student has completed an individual
Students expressed that the vehicles designed by
design, the teacher asked each team member to
imitating the body structures of these living things
share and explain their design to the rest of the
could move under rough road conditions.
team. The students listed possible solutions by con-
sidering the factors that can render an eco-friendly
III. Develop possible solutions vehicle (such as vehicles that can use fossil fuel
After completing background research, the teacher types and environmentally friendly energy resources
shared the design criteria and constraints with together) and the living organisms they studied in
the students (Table 1). The eco friendly vehicle the botanical garden (e.g., ants, grasshoppers,
design not only needed to be a biomimetic solu- worms, spiders, ladybugs) and research on the
tion, but also met the certain criteria and con- Internet. When each team member has shared their
straints. The teacher provided information about design, team members combined ideas from each
the materials that students could use to build member into their final prototype design.
their prototype. Students received a materials list
that contains all the available materials and cost
of each material (See Table 2). Students were V. Construct a prototype
encouraged to be creative when developing their The design teams were asked to sketch their
design solutions and clearly showed how they
utilized the movement system of the organism
Table 1. Design criteria and limitations.
that would be imitated (Figure 2). At this stage,
1. DC Motor: You are expected to use at least two DC motors.
2. Eco-Friendly Design: It should contain at least one system that can the students were reminded that prototype draw-
reduce air pollution. ing is critical and they were advised not to start
3. Distance : It should be able to travel at least 1 m in 20 seconds in
rough terrain. building before drawings or sketches were
4. Cost: It should not exceed 20 TL.
5. Esthetics: It should remind the appearance of the inspired creature.
approved by the teacher. Students’ prototype
6. Time: Your design must be completed within the given time frame. drawings and explanations showed that students
didn’t focus much on eco-friendly elements that
Table 2. Materials. can reduce transportation-related air pollution.
Material Unit Unit price (TL) In their team drawings, on the other hand, stu-
Balloon each 2
Battery each 2
dents mostly included the movement systems of
Battery housing each 1 the creatures they observed.
CD each 1
Conducting wire (3 in a pack) pack 1 After the students drew their prototypes, they
Cork each 1 shared the materials list and cost of their pro-
DC motor each 5
Fan each 1 posed design with the teacher. They then built
Gearmotor each 7 their designs. To ensure the safety of students in
Plastic bottle (500 ml) each 2
Plastic bottle cap each 1 the classroom, scissors and other cutting tools
Scantlings each 4 were used with care and attention. The soldering
Switch each 2
Toilet-paper roll each 1 process for the assembly of the electrical circuits
Toothpick (5 in a pack) pack 1
Wooden stick (10 in a pack) pack 2
was carried out by the science teacher. It was
Cardboard free observed that the students generated electrical
Construction paper free
Glue free energy from solar energy through solar panels
Markers free and used systems that transformed this energy
Scissors free
Silicone wax/ silicone gun free into kinetic energy. Self-recharging hybrid batter-
Soldering iron free ies, high efficient electric motors, exhaust filters
82 S. C. BILICI ET AL.

Table 3. The distance eco-friendly vehicles took in

20 seconds.
Team 1 2 3 4 5 6
Distance (cm) 670 627 594 650 748 572

Figure 2. Examples of group design drawings. Figure 3. Students test their prototypes.

obtained from dried plant residues were other team, the researchers evaluated each design based
eco-friendly designs used in vehicles. In addition, on the criteria and constraints stated in Table 1
it was observed that the students attempted to to provide feedback to the students.
imitate the legs and jointed-feet of especially
arthropods in the movement systems of the vehi- VIII And IX: Redesign, and completion decision
cles they designed. It was clear that they tended All the teams discussed changes they would make
to build movement systems particularly similar to improve their initial designs. The teacher asked
to the multi-part structures of arthropods. They teams to discuss the reasons for the problems
imitated the heads of flying animals to reduce the they detected during the test, consider the feed-
effect of wind on the stability of the vehicle. It back they received from other teams and the
is also important to note that, students were researchers, and think about improvements. The
encouraged to use recycled materials so that their teacher gave appropriate work time for the stu-
product could be considered as eco-friendly. dents to make necessary changes. Once all teams
redesigned their vehicles, they tested the vehicles
VI. Test and evaluate solution using the same procedure from the previous les-
Following the costruction of the prototypes, stu- son. Teams presented their redesigns, test results,
dents tested and evaluated their designs. Students and shared the reasoning behind their decisions.
recorded how far their vehicles traveled in 20 sec-
onds (Table 3). Next, students reviewed the data
Learning from failure and having the opportunity
shared on Table 3 to evaluate the effectiveness
to redesign
of each design or prototype (Figure 3).
Engineering design process is cyclical and iterative.
VII. Communicate the solution Engaging in engineering design process provide
At this stage, the students reported the results of students with opportunities to repeat steps many
their design and discussed with their team mem- times as needed and to make improvements to
bers whether the prototype was successful or not. their design. The framework puts large emphasis
While it was not required, several teams also on learning from failure since it is a critical learn-
discussed possible production planning, market- ing opportunity for students. When initial designs
ing, sales and after-sales services related to mar- fail, learning from failure and engaging in redesign
keting process. After the presentation of each help students improve their design. In the activity,
 Science Activities 83

two motor options, namely DC motor and gear transformations were addressed. In addition,
motor, which could be used as the movement during the testing phase of the designs, the con-
mechanisms of the vehicles, were presented to the cepts of speed and motion were introduced and
students. The teams that designed their vehicles students calculated the speed of their vehicles.
using DC motors noticed that their vehicles had Table 4 presents the learning objectives and show
difficulty moving during their first test. The teams the alignment to Turkey’s middle school science
that used DC motors thought that the DC motor curriculum (MoNE, 2018), environment educa-
caused the problem and needed to make improve- tion curriculum (MoNE, 2015) and NGSS. While
ments to their initial designs. One of the teams the activity was not intentionally designed for
that connected circuit elements with silicon NGSS, it aligns to the following science and engi-
observed interruptions in engine movements in neering practices and crosscutting concepts: con-
the first test of the vehicle. During the redesigning structing explanations and designing solutions,
phase, the design was improved by using conduc- structure and function and energy and matter
tive solder material instead of insulating silicone (Next Generation Science Standards [NGSS] Lead
at the connection points. Accordingly, after the States 2013).
redesigning phase, the distances traveled presented
in Table 3 increased to 820 cm, 692 cm, 721 cm,
Using student-centered, research-based
810 cm, 924 cm and 756 cm, respectively. The fail-
pedagogies
ures in original design allow students make sig-
nificant improvements to their designs (Figure 4). Student-centered pedagogies were used in order
to ensure the active participation of students in
the activity. Students worked in small teams of
Learning appropriate standards-based science
three to conduct research on the biomimicry and
and/or mathematics content
complete design solutions. To help students fully
The activity was structured focusing on the fac- understand the engineering challenge and the
tors causing air pollution, air pollutant parame- concept of air pollution, the teacher had students
ters (such as SO2, NO2, NOX, PM10), the structure analyze air pollution data. Further, students
and movement of living things, and biomimicry. worked with their teams to make observations
With the solar panels used in the designs, the in the botanical garden and conducted research
concepts of renewable energy and energy about biomimicry (See Figure 5). Specifically, by
examining the body structure and movements of
living things, students identified the living organ-
isms to be inspired in the design. In this process,
they were asked to individually justify their
design decisions. Then, as a team, they decided
on the animals that they used for their
bio-inspired, eco-friendly vehicle design. During
the design process, all team members participated
in this hands-on, minds-on activity.

Participating in teamwork and communication

Twent-four students were randomly assigned into

six design teams. Students worked in these teams
throughout the activity. The teacher reminded
students that effective teamwork is essential for
successful teamwork and design solutions as well.
The teacher allowed students to choose their
Figure 4. Examples of prototypes. individual responsibilities during the design
84 S. C. BILICI ET AL.

Table 4. The learning objectives of the activity and the alignment to the academic standards in Turkey and NGSS.
Learning objectives Students are able to;
List examples of new innovations or products that were inspired by nature
Demonstrate an understanding of biomimicry
Identify some main causes and sources of air pollution
Use engineering design process and biomimicry to invent eco-friendly solutions to reduce air pollution
Make observations of animals and research structures and functions of animals that can inform eco-friendly car design.
Explain how energy can be transferred from place to place by sound, heat, and electric currents
Construct and interpret graphs to describe the relationship between kinetic energy and the speed of an object.
National Standards in Students are able to;
Middle School Develop ideas and suggestions on how human activities can be regulated or changed in order to preserve the natural
Science (Turkey) balance
Explain the negative effects of environmental pollution on human health
Offer suggestions for solving environmental engineering problems
Discuss the effects of using different types of fuels on environment and human
Describe speed and unit of speed
National Standards in Students are able to;
Middle School Make inferences about how human activities affect natural environment
Environment Explain how human activities affect the natural balance with examples from the local context
Education (Turkey) Explain effects of air pollution
Next Generation Science and engineering practices
Science Standards Asking questions and defining problems
Planning and carrying out investigations
Analyzing and interpreting data
Using mathematics and computational thinking
Constructing explanations and designing solutions
Engaging in arguments from evidence
Obtaining, evaluating, and communicating information
Disciplinary core ideas
Human impact on Earth systems
Human activities have altered the biosphere, sometimes damaging it, although changes to environments can have different
impacts for different living things. Activities and technologies can be engineered to reduce people’s impacts on Earth.
Structure and function
All living things are made up of cells. In organisms, cells work together to form tissues and organs that are specialized for
particular body functions.
Crosscutting concepts: Scale, proportion, and quantity
Students observe time, space, and energy phenomena at various scales using models to study systems that are too large or
too small. They understand phenomena observed at one scale may not be observable at another scale and that the
function of natural and designed systems may change with scale. They use proportional relationships (e.g., speed as the
ratio of distance traveled to time taken) to gather information about the magnitude of properties and processes. They
represent scientific relationships through the use of algebraic expressions and equations.
Structure and function
Students model complex and microscopic structures and systems and visualize how their function depends on the shapes,
composition, and relationships among its parts. They analyze many complex natural and designed structures and
systems to determine how they function. They design structures to serve particular functions by taking into account
properties of different materials and how materials can be shaped and used.
Science, technology, society, and the environment connections
Influence of engineering, technology, and science on society and the natural world
All human activity draws on natural resources and has both short- and long- term consequences, positive as well as
negative, for the health of people and the natural environment.

process. Students carried out the same roles

during initial design and redesign. The students
supported each other by fulfilling their individual
responsibilities as a team (Figure 6).

Assessment of the activity

After the design presentations, students com-
pleted an online assessment. The students were
asked to respond to the following question on
the digital board tool Padlet (https://padlet.com):
What did you learn in this activity? Then, men-
timeter application was used (https://www.men-
timeter.com). Students explained what they
learned from the activity and two new ideas/ Figure 5. Students observe living things.
 Science Activities 85

concepts/vocab they explored. When all students of student responses to the open-ended question
entered their answers to the system, the word showed that students fully explained the concept
cloud of the activity was formed. Digital board of biomimicry, the importance of engineering,
and word cloud applications were completed in and the essential need for preventing environ-
about one class period. Afterwards, the teacher mental pollution (Figure 7).
reflected the results obtained from both appli- The examination of the word cloud was exam-
cations on the Smart board and led a whole class ined showed that biomimicry was the most fre-
discussion. In particular, a discussion was held quently used word. In the word cloud, the
on the engineering design process and biomim- concepts related to the living organisms (e.g.,
icry. This discussion helped students to evaluate arthropods, grasshoppers, ants, ladybugs, insects,
both their learning and the activity. wings, joints), engineering design process (e.g.,
Researchers reviewed the evidence for the criteria and constraints, design, engineering, engi-
impact of the activity on students. The analysis neering design process, identifying problems,
prototype) and environment (e.g., environmental
consciousness, environmental pollution,
eco-friendly vehicle, nature) were emerged (Figure
8). Other words that were repeated by multiple
students included: STEM, observation, collabora-
tive team, entrepreneurship and interdisciplinary.
This word cloud showed students’ understanding
of the targeted science and engineering concepts.
Interestingly, researchers found that students who
presented their products emphasized the impor-
tance of gaining entrepreneurial skills. Beyond
this data gathering, the teacher reflected that the
activity made a positive difference in student
learning and engagement.

Discussion and conclusions

In this activity, the students designed bio-inspired,
Figure 6. Students make their design as a team. eco-friendly vehicles. The STEM integration

Figure 7. Screenshot of the padlet answered by the students.

86 S. C. BILICI ET AL.

Figure 8. Word cloud created by students.

framework guided the design of the activity solutions. While designing the movement system
(Moore et al. 2014) and the 9-step engineering of the vehicle, it was ensured that students
design process proposed by Hynes and colleagues inspired by nature’ solutions. Two class periods
(2011) was used by the students to design solu- were dedicated for making observationsin the
tions. This activity builds on the concept of inte- botanical garden and learning about biomimicry.
grated education by explicitly integrating science It was found that the movement system of living
and engineering concepts and practices. It also things was the main focus of the prototype draw-
provides opportunities to integrate technology. ings. The students made their designs inspired
Evaluation of student learning and experiences by the body and movement systems of grasshop-
showed that the bio-inspired, eco-friendly vehicle pers, ants, spiders and red Japanese beetles by
design activity has several benefits. First, students adding environmentally friendly elements (such
learned how to use ideas from nature as inspira- as solar panels, exhaust filtering systems, hybrid
tion for eco-friendly vehicles. Additionally, study- batteries, electric motors) to their vehicles. In the
ing structures and body functions of organisms test phase, problems were encountered due to the
allowed students actively engaged in their learning type of engines used in the vehicles and connec-
and scientific practices. Further, engaging in engi- tion of circuit elements with insulating silicon.
neering design process allowed students under- However, students learned from failure and rede-
stand the iterative nature of engineering design. signed their prototypes. The iterative nature of
Our findings support previous research that has the engineering design process allowed students
shown the benefits of integrating scientific inves- improve their design solutions.
tigations and engineering design in K-12 science In addition to engaging in the engineering
instruction (Brand 2020; Purzer et al. 2015). design process, students explored concepts such
Engineering design can provide a real-world as marketing, production, and promotion. After
context for learning science and mathematics the testing phase, while presenting their products,
concepts (National Research Council [NRC] several teams provided information about produc-
2009). Accordingly, we designed this activity that tion planning, marketing, sales and after-sales ser-
incorporats an authentic, real-world engineering vices. The students also wrote about the importance
challenge – eco-friendly vehicle design. Students of entrepreneurship on the digital board. The con-
learned about transportation-related air pollution, cept of entrepreneurship also emerged in the word
researched living organisms for their biomimetic cloud. Entrepreneurship awareness and skills are
solution, and made observations of living organ- included in the new science teaching programs in
isms in the botanical garden for their design Turkey within the scope of "science, engineering
 Science Activities 87

and entrepreneurial practices." We believe that the Avcı, F. 2019. Doğa ve inovasyon: Okullarda biyomimikri
activity has the potential to help students develop [Nature and innovation: Biomimicry in schools]. Anadolu
Öğretmen Dergisi 3 (2): 214–233.
entrepreneurial mind-sets or attituteds.
Benyus, J. M. 1997. Innovation inspired by nature. Newyork:
Entrepreneurial mind-sets, skills and STEM knowl- Harper Collins Publishers. https://biomimicry.org/
edge are crucial in solving complex and interdis- janine-benyus/first-chapter-biomimicr y-innovatio
ciplinary problems (e.g., climate change, energy, n-inspired-nature/
health care) (Flanagan 2020; Nambisan 2014). Brand, B.R. 2020. Integrated science and engineering prac-
Biomimicry brings together knowledge and tices: Outcomes from a collaborative professional devel-
opment. International Journal of STEM Education 7 (1):
practices from several disciplines. The intredis-
1–13. doi: 10.1186/s40594-020-00210-x.
ciplinary focus of biomimicry makes it ideal for Bryan, L. A., T. J. Moore, C. C. Johnson, and G. H. Roehrig.
STEM projects at the K-12 level. Using biomim- 2015. Integrated STEM education. In STEM roadmap: A
icry as an engineering context for STEM projects framework for integrated STEM education, ed. C. C.
provides students with many opportunities to Johnson, T. J. Moore, and E. E. Peters-Burton, 23–37.
explore science concepts (e.g., structure and func- New York, NY: Routledge.
Bryan, L., and S. S. Guzey. 2020. K-12 STEM Education:
tion) and engage in science and engineering prac-
An overview of perspectives and considerations. Hellenic
tices. Further, biomimicry projects that involve Journal of STEM Education, 1 (1): 5–15.
reading and research activities allow students Chen, S., H. Qiu, H. Xiao, W. He., J. Mou, and M. Siponen.
engage in literacy practices and show how literacy 2021. Consumption behavior of eco-friendly products
facilitates the learning of science and engineering and applications of ICT innovation. Journal of Cleaner
(Moore and Tank 2014). Finally, previous studies Production 287: 125436. doi: 10.1016/j.jclepro.2020.125436.
Dare, E. A., E.A. Ring-Whalen, and G.H. Roehrig. 2019.
show that biomimicry can be used to introduce
Creating a continuum of STEM models: Exploring how
nature of technology (NOT) and nature of science K-12 science teachers conceptualize STEM education.
(NOS) (Gardner 2012) and enhanced understand- International Journal of ScienceEducation 41 (12): 1701–
ing of NOT and NOS which are critical compo- 1720.
nents of scientific and technological literacy. Daugherty, J. L. 2012. Infusing engineering concepts:
Biomimicry activities provide an opportunity to Teaching engineering design. Publications. Paper 170.
https://digitalcommons.usu.edu/cgi/viewcontent.cgi?arti-
teach the STEM subjects in an integrated approach
cle=1160&context=ncete_publications
(Gardner 2012; Pauls 2017) and have the poten- Baran, E., S. Canbazoglu Bilici, C. Mesutoglu, C. Ocak,
tial to support science learning and facilitate 2019. The impact of an out-of-school STEM education
development of 21st century skills. program on students’ attitudes toward STEM and STEM
careers. School Science and Mathematics 119 (4): 223–235.
doi: 10.1111/ssm.12330.
Disclosure statement
Flanagan, J. 2020. STEM and entrepreneurship: A fusion
No potential conflict of interest was reported by the for the economy’s sake. STEM education. Media Planet:
authors. Careers and Education. Retrieved from http://www.ca-
r e e r s a n d e d u c at i o n . c a / i n d u s t r y - i n s i g ht / s t e m - a n
d-entrepreneurship-a-fusion-for-the-economys-sake
ORCID
Gardner, G. E. 2012. Using biomimicry to engage students
Sedef Canbazoğlu Bilici http://orcid.org/0000-0001-7395 in a design-based learning activity. The American
-6984 Biology Teacher, 74 (3): 182–184. doi: 10.1525/
Mehmet Ali Küpeli http://orcid.org/0000-0003-4953-2617 abt.2012.74.3.10.
Selcen Guzey http://orcid.org/0000-0002-7982-3960 Hacıoğlu, Y., and N. Dönmez Usta. 2020. Digital game
design-based STEM activity: Biodiversity example, Science
Activities, 57 (1): 1–15. doi: 10.1080/00368121.2020.1764468.
References
Hynes, M., M. Portsmore, E. Dare, E. Milto, C. Rogers, and
Aslan-Tutak, F., and S. Akaygün. 2019. Fen bilimleri der- D. Hammer. 2011. Infusing engineering design into high
slerinde mühendislik uygulamaları [Engineering practic- school STEM courses. Publications, Paper 165. https://
es in science courses]. In Fen ve matematik eğitiminde digitalcommons.usu.edu/ncete_publications/165.
teknolojik yaklaşımlar [Technological approaches in sci- Kasap, Ş., and Z. Kasap. 2019. National Geographic Kids:
ence and mathematics education], 551–564. Ankara: Anı Tasarıma ilham veren doğa [Nature that inspires design].
Yayıncılık. İstanbul: Beta yayıncılık.
88 S. C. BILICI ET AL.

Kelley, T. R., and J. G. Knowles. 2016. A conceptual frame- Next Generation Science Standards [NGSS] Lead States.
work for integrated STEM. International Journal of STEM 2013. Next generation science standards: For states, by
Education 3 (1): 1–11. doi: 10.1186/s40594-016-0046-z. states. Washington, DC: National Academies Press.
Kenny, J., C. Desha, A. Kumar, and C. Hargroves. 2012. Pauls, S. 2017. Biomimicry a “natural lesson” in STEAM.
Using biomimicry to inform urban infrastructure design The STEAM Journal 3 (1): 33. doi: 10.5642/
that addresses 21st century needs. In 1st International steam.20170301.33.
Conference on Urban Sustainability and Resilience: Purzer, Ş., M. H. Goldstein, R. S. Adams, C. Xie, and S.
Conference Proceedings, ed. A. Allen, 1–13, UCL London, Nourian. 2015. An exploratory study of informed engi-
England. neering design behaviors associated with scientific ex-
Kılıç, E., and E. Çilek. 2019. Atıktan robota [from waste plantions. International Journal of STEM Education, 2 (1):
to robot]. In Eğitim Yeni Dinamikleri [New dynamics of 1–12. doi: 10.1186/s40594-015-0019-7.
education], 17–26. İstanbul: International Leading Riechert, S. E., and B. K. Post. 2010. From skeletons to
Educators Association. bridges & other STEM enrichment exercises for high
Martín-Páez, T., D. Aguilera, F. J. Perales-Palacios, and J. M. school biology.The American Biology Teacher 72 (1):
Vílchez-González. 2019. What are we talking about when 20–22. doi: 10.1525/abt.2010.72.1.6.
we talk about STEM education? A review of literature.Sci- Roobeek, M. 2019. Biomimicry in the classroom: Biomimicry
ence Education 103(4), 799- 822. doi: 10.1002/sce.21522. can be integrated in the Dutch curriculum. https://biolearn.
Ministry of National Education [MoNE]. 2015. Ortaokul eu/wp-content/uploads/2019/12/Research-Report-
çevre eğitim dersi öğretim programı [Middle school envi- Matthijs-Roobeek-How-Biomimicr y-can-be-
ronment education course curriculum]. Ankara: Milli integrated-in-the-Dutch-curriculum.pdf.
Egitim Bakanligi. Savcan Gencer, A., H. Doğan, and K. Bilen. 2020. Developing
Ministry of National Education [MoNE]. 2018. Fen bilimleri biomimicry STEM activity by querying the relationship
dersi öğretim programı (ilkokul ve ortaokul 3, 4, 5, 6, 7, between structure and function in organisms. Turkish
ve 8. sınıflar) [Science course curriculum (Primary and Journal of Education 9 (1): 64–105.
middle school 3, 4, 5, 6, 7, and 8th grades)]. Ankara: Shimomura M. 2010. New trends in next generation biomi-
Milli Egitim Bakanligi. metics material technology: Learning from biodiversity.
Moore, T. J., M. S. Stohlmann, H. H.Wang, K. M. Tank, Science & Technology Trends, Quarterly Review 37: 53–75.
A. W. Glancy, and G. H. Roehrig. 2014. Implementation Struyf, A., H. De Loof, J. Boeve-de Pauw, P. Van Petegem.
and integration of engineering in K-12 STEM education. 2019. Students’ engagement in different STEM learning
In Engineering in pre-college settings: synthesizing research, environments: Integrated STEM education as promising
policy, and practices, 35–60. West Lafayette, IN: Purdue practice?International Journal of Science Education 41
University Press. (10): 1387–1407. doi: 10.1080/09500693.2019.1607983.
Moore, T. J., and K. M. Tank. 2015. PictureSTEM. In To Sumrall, W. J., K. M. Sumrall, and H. A. Robinson. 2018.
go –to guide for engineering curricula, pre K-5: Choosing Using biomimicry to meet NGSS in the lower grades.
and using the best instructional materials for your stu- Science Activities 55 (3-4): 115–126.
dents, ed. C. I. Sneider. 203–213. Thousand Oaks, CA: Vierra, S. 2011. Biomimicry: Designing to Model Nature.
Corwin Press. Retrieved from http://www.wbdg.org/resources/biomim-
Moore, T. J., and K. M. Tank. 2014. Nature-inspired design: icry.php.
A pictureSTEM curriculum for elementary STEM learning. Wang, H.-H. 2012. A new era of science education: science
Paper Presented at the 2014 Annual Meeting of the teachers’perceptions and classroom practices of science,
Association of Science Teacher Educators, San Antonio, TX. technology, engineering and mathematics (STEM) inte-
Mueller, T. (2008). Biomimetics: Design by nature. gration. Unpublished doctoral dissertation, University of
National Geographic Magazine, April. http://raphe.kaist. Minnesota. Retrieved from the University of Minnesota
ac.kr/lecture/2010fallbis102/8Biomimetics_Design_by_ Digital Conservancy, http://hdl.handle.net/11299/120980.
nature.pdf. Yang, D., and S.J. Baldwin. 2020. Using technology to sup-
Nambisan, S. 2014. Make entrepreneurship a part of edu- port student learning in an integrated STEM learning
cation. Retrieved from https://archive.jsonline.com/news/ environment.International Journal of Technology in
opinion/make-entrepreneurship-a-part-of-education-b9921 Education and Science 4 (1): 1–11 doi: 10.46328/ijtes.
4666z1-247680431.html/ v4i1.22.
National Research Council [NRC]. 2009. Engineering in Yıldırım, A. 1996. Disiplinlerarası öğretim kavramı ve pro-
K-12 education: Understanding the status and improving gramlar açısından doğurduğu sonuçlar [Interdisiplinary
the prospects. Washington, DC: The National Academies teaching concept and its outcomes in terms of curriculum].
Press. doi: 10.17226/12635. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi 12: 89–94.
Copyright of Science Activities is the property of Taylor & Francis Ltd and its content may
not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's
express written permission. However, users may print, download, or email articles for
individual use.