Abstract:

The main idea behind biomimicry is that nature has amazing solutions for different needs, so it is very worthwhile to test it as a source of knowledge for sustainable solutions. The field is recognized as an engine of innovation in all walks of life. In this research study, a unique and innovative curriculum was developed for outstanding teacher students from various knowledge areas in order to expose them to this innovative field and enable them to become familiar with and learn about the field of biomimicry from the scientific and pedagogical perspective. Teaching in the course was based on project-based learning and location-based learning. The program included special learning events, excursions, workshops and a unique practical teaching experience. At the end of the course, the students created a biomimetic learning pathway in the College garden containing signs and activity stations on the topic of matching animals and plants to the Negev.

The objective of this study was to examine the attitudes of teacher students regarding the biomimicry curriculum in the College, and the importance and relevance of the curriculum from their point of view. The study also examined whether there is a difference in these attitudes between different population sectors and different specializations among the group of students. The research sample comprised 26 students studying in the Excellence Program. The students filled out a self-reporting questionnaire at the beginning and end oft he course. The research findings showed that students in the course expressed a high level of satisfaction and reported that the course’s contribution to teacher students was mainly in the exposure to new knowledge and diverse teaching methods. The study also examined the contribution of the course to the role of students as future teachers, their level of interest in the course, and what they believe is the contribution of biomimicry to pupils. The results show that students who specialize in science and students from the Bedouin sector perceived the course to be more interesting, more important to their professional development, and more important to pupils compared to students who do not specialize in science and students from the Jewish sector.

In conclusion, biomimicry is a growing field of interest. It is important to present this field to teacher students as a source of pedagogic innovation and significant learning processes involving a different type of learning to be conveyed to their pupils, enabling pupils to invent and initiate from the perspective of respect for nature and its preservation.

Keywords:

Biomimicry, curriculum, project-based learning, sustainability.