Eco-friendly design inspired by nature: examining adolescents' perceptions of biomimicry

Abstract

Introduction: Interest in biomimicry education has grown recently, yet little is known about how high-achieving science high school students conceptualize biomimicry and translate biological knowledge into sustainable design ideas across disciplines. Methods: Using a qualitative case study design, data were collected from 29 ninth-grade students via a written semi-structured form and analyzed through content analysis using the Biology-to-Design Spiral as the analytical framework. Results: Students were familiar with biomimicry and successfully transformed biological knowledge into design logic, but their conception of "living things" remained predominantly animal-centric and the range of inspiration organisms was narrow despite daily contact with the school grove. Designs centered on structural and functional traits and were linked to technology-based, sustainability-oriented solutions. Discussion: Everyday contact with nature alone does not appear sufficient to broaden biomimicry thinking; structured learning environments connecting ecological experience with scientific and design reasoning are needed. Biomimicry education shows strong interdisciplinary potential to integrate biology, engineering, and sustainability and to foster ecological thinking among gifted adolescents.