Biomimicry outside the Classroom

Biomimicry, the process of using nature to guide innovative thinking and development, can be useful in helping students grasp scientific concepts. Teachers interested in incorporating biomimicry into lesson plans might find that experiential learning at informal science institutions (ISIs) with natural models and artifacts is a valuable tool to accompany classroom learning. Visiting these ISIs, students have the opportunity to observe nature in real time and be immersed in inspiration. As students explore these natural models in habitats and exhibits, educators might ask students to consider the interesting features they observe and to creatively consider innovative designs that these features could inspire. For example, an elephant’s trunk might inspire a robotic arm. These direct experiences at ISIs might draw upon students’ innate biophilia to learn more about living organisms and lead to increased creativity and design output. I developed this guide based on my experiences as an informal biomimicry educator and my 2017 keynote address presented at the Annual Docent Conference at Cleveland Metroparks Zoo.

Starting With What We Know

This chapter examines attributes of learning in informal environments, using a research framework developed by the Center for Informal Learning and Schools. It considers how essential characteristics of learning within science centers can translate and apply to learning in Web-based informal learning environments. It argues that in designing virtual environments, informal science institutions need to build on their particular strengths and pedagogical design principles in order to fill an educational niche in the Web landscape, and not compete with commercial or even K-12 educational agencies similarly engaged in the development of online learning environments.

Starting With What We Know

This chapter examines attributes of learning in informal environments, using a research framework developed by the Center for Informal Learning and Schools. It considers how essential characteristics of learning within science centers can translate and apply to learning in Web-based informal learning environments. It argues that in designing virtual environments, informal science institutions need to build on their particular strengths and pedagogical design principles in order to fill an educational niche in the Web landscape, and not compete with commercial or even K-12 educational agencies similarly engaged in the development of online learning environments.