Biomimicry and SCAMPER applications in multi-grade classrooms: An action research study

This study aims to integrate biomimicry applications, which seek to solve problems by taking inspiration from nature, with the SCAMPER technique, a creative thinking method, and to examine the effects of this integration on students in a multi-grade classroom. The research was conducted using an action research design. The study group consisted of eight girls and eight boys aged 6-9, studying in a multi-grade classroom of a primary school in a village in Gürpınar, Van, during the 2023-2024 academic year. As data collection tools, the Perception Scale for Classroom Activities developed by Kutlu Abu (2018), interview forms, rubrics, documents, and visual materials were used. Content analysis was applied to qualitative data, while a paired-samples t-test was employed for the analysis of quantitative data. The biomimicry and SCAMPER applications were structured using real-life examples and students' immediate environment, with lessons predominantly conducted in nature. All students successfully grasped the concept of biomimicry and transferred their designs onto various materials. Following the biomimicry sessions, students exhibited an increased curiosity about nature and began seeking solutions to encountered problems by looking to nature as a guide. The topic of biomimicry significantly contributed to students' abilities to imagine, think creatively, and generate innovative designs. During the biomimicry activities, students drew inspiration from both living and non-living elements of nature. The study revealed that students produced a variety of creative and original products while engaging in the process with enthusiasm. At the end of the application, the SCAMPER technique, a guided brainstorming method, was implemented on the produced works. Students were asked to respond to questions based on the technique's steps, encouraging them to generate new ideas. Their active participation in the process was ensured, fostering their creative and flexible thinking. The biomimicry and SCAMPER products created by students were evaluated as qualitative data. Ultimately, the integration of biomimicry and the SCAMPER technique enabled students to develop diverse perspectives and create original, innovative products. Keywords: multi-grade classroom, biomimicry, student products, SCAMPER