Development of a biomicicry-based science education program for primary school students that supports creativity: Design-based research

This study aimed to design, implement, and develop a biomimicry-based science education program for elementary school students that supports creativity. For this purpose, design-based research method based on the interaction of design, theory and application was used. Participants in the study were 4th-grade students at a public school in Eskişehir, selected through purposive sampling, and their classroom teacher. The research data were collected through observations, semi-structured interviews, student products, student diaries, study team meeting records and audio recordings. Content analysis was used to analyze the data. The results of the study demonstrated that the program increased students' content knowledge and awareness of biomimicry and science; developed creative skills such as creative thinking, idea generation, problem solving, and design production; supported scientific process skills; contributed to group work, collaboration, and communication skills; and facilitated faster, easier, and more sustained learning. Throughout the program, students exhibited creative personality traits such as enjoying the lessons and the design process, expressing interest, curiosity, and motivation; seeking to continue the program; and demonstrating a desire to incorporate biomimicry into their future endeavors. In addition, the students and the classroom teacher also stated that the program differentiated instruction and elevated science instruction beyond its ordinary. Despite challenges encountered during the program, such as class size, peer relationships, and exam schedules, the classroom teacher and the researcher developed practical recommendations.