Student Teachers’ Perceptions, Attitude, and Challenges Related to Learning Design Thinking Skills through Biomimicry in Biology Course

Abstract

Biomimicry is a key strategy for developing learners' design thinking to enhance biology education. This research aimed to investigate student teachers’ perceptions, attitudes, and challenges toward learning design thinking skills through biomimicry in biology course. The target group comprised 24 students majoring in biology who were selected by purposive sampling. The research instrument was a written questionnaire consisting of 5 open-ended questions and focus group discussion. The data were analyzed using an inductive analysis approach. The results revealed that most student teachers recognized design thinking as an essential 21st-century skills that should be developed through learning experiences different from traditional approaches. Misconceptions regarding biomimicry limit student teachers to applying biological knowledge for general problem-solving, preventing them from developing the ability to emulate natural mechanisms for innovation through the design thinking process. While student teachers maintain a positive attitude toward this process, constraints regarding school contexts, as well as the capacities of both instructors and students, remain significant barriers to its practical implementation. Research indicated that developing design thinking skills in student teachers cannot be achieved in isolation. Instead, it requires establishing a cognitive bridge between biological phenomena and biomimicry to bridge the conceptual gap that often separates biological knowledge from problem-solving processes. Furthermore, the success of this new pedagogical approach depends not only on the instructors but also on a supportive institutional context. Consequently, teacher education programs should encompass both academic dimensions and strategies to navigate systemic barriers within schools.