Development of biomimicry-based teaching practices in primary education: A needs analysis

This study aimed to identify the requirements for developing biomimicry-based teaching practices at the elementary school level. Within this scope, the views of teachers and faculty members regarding the core characteristics of the 2018 Life Sciences Curriculum and nature-inspired approaches were examined. A basic qualitative research design was used in the study. Semi-structured interviews were conducted with 11 classroom teachers and six faculty members during the needs assessment process. The data were analyzed using second-order inductive analysis. According to the research findings, participants stated that the Grade 3 Life Sciences course curriculum aims to educate students to become environmentally sensitive, possess basic life skills, develop self-awareness, internalize social and cultural values, demonstrate well-developed 21st-century skills, and exhibit strong problem-solving abilities. Participants believed that the program supports cognitive and affective skills, but that it needs to be made more concrete through life-based activities tailored to students' interests and needs. While it is stated that nature-inspired approaches strengthen students' skills such as curiosity, motivation, cooperation, empathy, and environmental awareness, teachers pointed out practical limitations such as time, materials, and safety during implementation. Faculty members, on the other hand, emphasized that these limitations can be overcome through technology integration, interdisciplinary approaches, and in-service training. The research results show that enriching the Life Sciences curriculum with a biomimicry approach has the potential to holistically support the cognitive, affective, and social development of elementary school students.