The Effectiveness of Biomimicry based Teaching in Seventh-Grade Students’ Acquisition of Environmental Concepts and Problem-Solving Skills in Science Subject
DOI:
https://doi.org/10.35516/Edu.2026.14707Keywords:
Biomimicry based Teaching, environmental concepts, environmental problem-solving, science subjectAbstract
Objectives: This study investigates the effectiveness of teaching based on biomimicry in enhancing seventh-grade students' understanding of environmental concepts and their skills in solving environmental problems in science within the Sultanate of Oman.
Methods: A quasi-experimental design was utilized in this study, which included both experimental and control groups, along with pre-tests and post-tests. Two assessment tools were developed and administered: an environmental concepts test and an environmental problem-solving test. The sample consisted of 73 female seventh-grade students.
Results: The results revealed a statistically significant difference between the experimental and control groups on the environmental concepts test, with a significance level of (α ≤ 0.05), favoring the experimental group. The effect size (η²) indicated a moderate impact of the teaching method using Biomimicry, explaining 12.3% of the variance. Additionally, a statistically significant difference was observed on the environmental problem-solving test, once again favoring the experimental group, and this time demonstrating a large effect size of 14.8%.
Conclusions: The study concluded that using Biomimicry Simulation is important in teaching environmental topics, and therefore recommends that students be trained in environmental problem-solving skills, with an emphasis on teachers using Biomimicry Simulation when teaching science topics of an environmental nature. Further studies are suggested to determine the effectiveness of teaching using biomimicry on other educational variables.
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