International Teacher Education Conference 2014 1

International Teacher Education Conference 2014
Data analysis of the second hypothesis
Biomimicry could positively impact students’ design decisions and thinking skills.
Table 3 Statistics Test
Variable Sample Size Arithmetic Mean Standard
Experimental Before 30 1.71 1.59
Experimental After 30 7.76 1.13
Table 4 T. Test for two samples
Variable T. Test Value Degree of Freedom Potential Value
Before – After -19.12 29 0.00
The above tables (3-4) demonstrate there is a significant difference between the performance of the
experimental group before and after the implementation of the program through the potential value, which
amounted to (0.000). This value is less than the level of error allowed (0.05%) after applying the program
through the arithmetic mean value, which is amounted to (7.76) that is greater than the arithmetic mean value
before implementing the program, amounting to (1.71).
Since P. (Value = 0.000) is less than (0.05%), this means that there are significant differences before and after
the test which confirms that teaching biomimicry enhance thinking skills for students of art education in higher
education. The results of the study indicated that the use of biomimicry has effectively improved the learning
process.
Results of the study indicated that the use of multiple teaching aids have effectively improved the learning
process. The results showed there is a significant difference between group’s performance before and after the
program. This confirms that the students’ design decisions and thinking skills improved among the students.
After an analysis of the results both hypothesis can be accepted. Firstly, biomimicry has long-lasting effects
which includes the development of skills such as self-reflection, critical and creative thinking for students.
Secondly, Biomimicry could positively impact students’ design decisions and thinking skills.
The results revealed that the students’ design decisions and thinking skills for students improved after the
Biomimicry program. Therefore, it could be argued that this program assisted the students’ designs, boosting
their creativity and thinking skills. Biomimicry can teach design students that everything in nature has a
function. The test asked them to think about the purpose their texture could be used for e.g. clothes or curtains
and studying this subject will help their thought processes as they will look to nature as their teacher because
nature has everything. Designers worldwide are working together to integrate the principles of biomimicry and
sustainability into all aspects of design (McKoskey, 2012). The complexity of real life systems must be
appreciated so that designers can utilize the wisdom of nature.
The work of Robert Fisher has been supported in this study as thinking skills are crucial to all students to
enable them to develop a better understanding of themselves as learners. The implementation of biomimicry into
the art education curriculum could prove productive to pedagogical approaches involving the development and
encouragement of thinking skills. Through a study of biomimicry students will question why the zebra has
stripes whilst other animals have spots because each texture has a different function depending on the purpose of
that animal or the environment in which they live. Students can utilise the genius of nature and harness their own
creativity.
This study has demonstrated that students will practice applying biomimicry to arrive at sustainable design
solutions. To accomplish this objective, students must understand that utilizing biomimicry as an instrument is
more complex than simply viewing one aspect of nature as a design model, measure, and mentor. Since nature
functions as a whole structure with many different interconnected elements, biomimetic designs must use an
integrated systems thinking approach to include disciplines such as biology, biophysics, and material science
(John et al., 2005).
Practical recommendations from this research include the need to consider this topic as a main component of
the design education system. Design students indicated the need to establish and impart a fundamental teaching
module that focuses on inspiration transmitted through nature. The findings revealed that students were
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