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The impact of teaching biomimicry to enhance thinking skills for students of

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 International Teacher Education Conference 2014

Acknowledgement
Dear Guests,

Welcome to the International Teacher Education Conference 2014. "International Teacher

Education Conference (ITEC 2014) " is an international educational Activity for academics,
teachers and educators. It promotes the development and dissemination of the oretical
knowledge, conceptual research, and Professional knowledge through conference activities,
the conference proceeding book.

ITEC-2014 received almost 835 applications. The conference academic Advisory board
accepted 743 applications. The International Teacher Education Conference aims to provide a
multinational platform where the latest trends in education can be presented and discussed in
a friendly environment with the aim to learn from each other. We have lots of participants
from 40 different countries. Some of these countries are Austria, Australia, Brazil, Canada,
Croatia, Czech Republic, China, Cyprus, Egypt, Denmark, Finland, Germany, Greece,
Hungary, Malaysia, Mexico, New Zealand, Philippines, Poland, Portugal, Romania, Russian
Federation, Saudi Arabia, Slovenia, Slovakia, Spain, Switzerland and, South Africa, Turkey,
United Kingdom and United States

Should you have any enquiries regarding ITEC conference,please do not hesitate to
contact with us for any additional information you may require.
Finally, we would like to wish you all a pleasant stay in Dubai and safe return back home. I hope that ITEC!2014 will be a meeting you will pleasantly remember.

We hope we will meet again at the International Teacher Education Conference 2015.

Prof. Dr. Ayşe ÇAKIR İLHAN Assoc. Prof. Dr. Ahmet ESKİCUMALI

Coordinator Associate Coordinator

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 International Teacher Education Conference 2014

General Coordinator

Prof. Dr. Aytekin İŞMAN

Conference Coordinators

Prof. Dr. Ayşe ÇAKIR İLHAN, Ankara University, Turkey

Conference Associate Coordinator

Assoc. Prof. Dr. Ahmet ESKİCUMALI, Sakarya University, Turkey

Conference Secretary
Dr. Oytun Sözüdoğru , Near East University, North Cyprus

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International Teacher Education Conference 2014

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 International Teacher Education Conference 2014

Advisory Board

Aaron DAVENPORT, Grand View College, United

States Abbas TÜRNÜKLÜ, Dokuz Eylül University,
Turkey Ahmet ESKİCUMALI, Sakarya University,
Turkey Ahmet GÜNEYLİ, NEU, TRNC
Ahmet PEHLİVAN, Cyprus International University, North
Cyprus Ahmet ADALIER, Cyprus International University, North
Cyprus Alev ÖNDER, Marmara University, Turkey
Ali Ekrem ÖZKUL, Anadolu University, Turkey
Alper Tola KUMTEPE, Anadolu University, Turkey
Andreja Istenic STARCIC, University of Primonska, Slovenija
Antoinette MUNTJEWERFF, University of Amsterdam, Netherlands
Antonis LIONARAKIS, Hellenic Open University, Greece
Arif ALTUN, Hacettepe University, Turkey
Arvind SINGHAL, University of Texas, United States
Asaf VAROL, Firat University, Turkey
Asuman Seda SARACALOĞLU, Adnan Menderes University,
Turkey Atilla TAZEBAY, Cyprus International University, North
Cyprus Aydin Ziya OZGUR, Anadolu University, Turkey
Ayfer KOCABAĞ, Dokuz Eylül University, Turkey
Ayse CAKIR ILHAN, Ankara Univeristy, Turkey
Aytekin ISMAN, Sakarya University, Turkey
Bayram BIÇAK, Akdeniz University, Turkey
Bayram ÇETİN, Gaziantep University, Turkey
Behbud MUHAMMEDZADE, Cyprus International University, North
Cyprus Belma TUĞRUL, Hacettepe University, Turkey
Brent G. WILSON, University of Colorado at Denver, United States
Buket AKKOYUNLU, Hacettepe University, Turkey
Canan İLERİ, Cyprus International University, North Cyprus
Carlos De Sousa REIS, Instituto Politecnico da Guard, Portugal
Cem BİROL, Near East University, North Cyprus
Cemil ÖZTÜRK, Marmara University, Turkey
Cemil YÜCEL, Usak University, Turkey
Cengiz Hakan AYDIN, Anadolu University, Turkey
Cevat CELEP, Kocaeli University, Turkey
Charlotte GUNAWARDENA, University of New Mexico, United
States Colleen SEXTON, Governor State University, United States
Cumali ÖKSÜZ, Adnan Menderes University, Turkey
Dale HAVILL, Dhofar University, Oman
Danguole RUTKAUSKIENE, Kauno Tech. University, Lithuania
Don FLOURNOY, Ohio University, United States
Eda KARGI, Cyprus International University, North Cyprus
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 International Teacher Education Conference 2014

Ejlan SADRAZAM, NEU, TRNC

Elnaz ZAHED, University of Waterloo,
UAE Engin BAYSEN, NEU, TRNC
Enver Tahir RIZA, Dokuz Eylül University,
Turkey Eralp ALTUN, Ege University, Turkey
Ercan MASAL, Sakarya University, Turkey
Erdogan EKİZ, Al-Faisal University, Saudi Arabia
Eric Zhi-Feng LIU, National Cenral University, Taiwan
Esmahan Ağaoğlu, Anadolu University, Turkey
Evrim GENÇ KUMTEPE, Anadolu University, Turkey
Fahriye ALTINAY GAZİ, Eastern Mediterranean University,
TRNC Fatime BALKAN KIYICI, Sakarya University, Turkey
Fatoş Silman, Near East University, North Cyprus
Ferda AYSAN, Dokuz Eylül University, Turkey
Ferhan ODABASI, Anadolu University, Turkey
Fidan Korkut OWEN, Hacettepe University, Turkey
Filiz POLAT, The University of Hong Kong, China
Francine Shuchat SHAW, New York University, United States
Gianni Viardo VERCELLI, University of Genova, Italy
Gilbert Mbotho MASITSA, Universirty of The Free State - South
Africa Giovanni ADORNI, University of Genova, Italy
Gregory ALEXANDER, Universirty of The Free State - South
Africa Gulriz IMER, Mersin University, Turkey
Güner KONEDRALI, Atatürk Teachers Academy, North Cyprus
Güneğ YAVUZ, Ystanbul University, Turkey
Gülden BAYAT, Marmara University, Turkey
Gülsun ATANUR BASKAN, Hacettepe Univeristy,
Turkey Gürsen TOPSES, Cyprus International University
Gönül AKCAMETE, Ankara Univeristy, Turkey
Gökmen DAĞLI, NEU, TRNC
H. Basri GÜNDÜZ, Yıldız Teknik University, Turkey
H. Ibrahim YALIN, Eastern Mediterranean University, North Cyprus
Hafize KESER, NEU, TRNC
Hakan SARI, Selçuk University, Turkey Haluk
SORAN, Hacettepe Univeristy, Turkey
Hasan AVCIOĞLU, Abant Yzzet Baysal University, Turkey
Hasan CALISKAN, Anadolu University, Turkey
Hasan ERIS, NEU, TRNC
Hasan ÖZDER, Atatürk Teachers Academy, North Cyprus
Heli RUOKAMO, University of Lapland, Finland
Hj. Mohd Arif Hj. ISMAIL, National University of Malaysia,
Malaysia Hülya GÜLAY, Pamukkale University, Turkey
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 International Teacher Education Conference 2014

Hülya YEŞİL, Cyprus International University, North

Cyprus Hülya YILMAZ, Ege University, Turkey
Hüseyin ÇALIŞKAN, Sakarya University, Turkey
Hüseyin GÖKÇEKUŞ, Near East University, TRNC Hüseyin
UZUNBOYLU, Near East University, North Cyprus
Hüseyin YARATAN, Eastern Mediterranean University, North Cyprus
Iman OSTA, Lebanese American Universiy, Lebanon
Işık GÜRŞİMŞEK, Eastern Mediterranean University, North Cyprus
Izzettin KÖK, Yzmir University, Turkey
İbrahim Yıldırım, Hacettepe University, Turkey
Jagannath DANGE, Kuvempu University, India
James C. HOLSTE, Texas A&M University at Qatar, Qatar
Jerry WILLIS, Manhattanville College, United States
Kakha SHENGELIA, Caucasus University, Georgia
Karel RYDL, Pardubice University, Czech Republic
Filiz ÖZBAŞ, Cyprus International University, North
Cyprus Larysa MYTSYK, Gogol State University, Ukraine
Leman Tarhan, Dokuz Eylül University, Turkey
Oya RAMAZAN, Marmara University, Turkey
Manoj Kumar SAXENA, Advanced Institute of Management, India
Mariam MANJGALADZE, Institute of Linguistics, Georgia Marina
STOCK MCISAAC, Arizona State University, United States Martin
STEIN, Westfalische Wilhems University, Germany Mehmet Ali
DIKERDEM, Middlesex University, U.K.
Mehmet Ali YAVUZ, Cyprus International University, North
Cyprus Mehmet CAGLAR, Near East University, North Cyprus
Mehmet Durdu Karslı, Çanakkale Onsekiz Mart University, Turkey
Mehmet YILDIZLAR, Cyprus International University
Metin YAMAN, Gazi University, Turkey
Miguel j. ESCALA, Ins. Tech. de Santa Domingo, Dominican Republic
Min JOU, National Taiwan Normal Uni., Taiwan
Mohammad YAMIN, King Abdulaziz University, Saudi Arabia
Monte CASSIM, Ritsumeikan Asi Pacific University, Japan
Mubin KIYICI, Sakarya University, Turkey
Murat ATAIZI, Anadolu University, Turkey
Murat İSKENDER, Sakarya University, Turkey
Mustafa KOÇ, Sakarya University, Turkey
Mustafa Murat İNCEOĞLU, Ege University, Turkey
Mustafa TOPRAK, Dokuz Eylül University, Turkey
Müfit KÖMLEKSİZ, Cyprus International University, North Cyprus
Münevver YALÇINKAYA, Ege University, Turkey
Nabi Bux JUMANI, Allama Iqbal Open University, Pakistan
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 International Teacher Education Conference 2014

Nazife AYDINOĞLU, Yzmir University, Turkey

Neriman ARAL, Ankara University, Turkey
Nergüz BULUT SERİN, Cyprus International University, North Cyprus
Nesrin AKINCI ÇÖTOK, Sakarya University, Turkey
Nesrin ÖZSOY, Adnan Menderes University, Turkey
Neşe GÜLER, Sakarya University, Turkey
Nilay BUMEN, Ege University, Turkey
Nilgun TOSUN, Trakya University, Turkey
Nuri KARASAKALOĞLU, Adnan Menderes University,
Turkey Nursen SUCSUZ, Trakya Universcity, Turkey
Oğuz KARAKARTAL, Cyprus International University, North Cyprus
Oğuz SERİN, Cyprus International University, North Cyprus
Omer Faruk TUTKUN, Sakarya University, Turkey
Osman CANKOY, Atatürk Teachers Academy, North Cyprus
Ozcan DEMIREL, Hacettepe University, Turkey
Ömer ÜRE, Selçuk University, Turkey
Özcan DEMİREL, Cyprus International University, North Cyprus
Pamela EWELL, Central College of IOWA, United States
Paolo Di SIA, Free University of Bozen, Italy
Paul KGOBE, Centre of Edu. Pol. Dev., South Africa Paul
Serban AGACHI, Babes-Bolyai University, Romania
Paula FITZGIBBON, University of Victoria, Canada
Pedro TADEU, Instituto Politecnico da Guarda, Portugal
Petek ASKAR, Hacettepe University, Turkey
Psaltis IACOVOS, European University Cyprus, Cyprus
R. Cengiz AKÇAY, Çanakkale Onsekiz Mart University,
Turkey Rana VAROL, Ege University, Turkey
Raja Rizwan HUSSAIN, King Saud University, Saudi Arabia
Rengin KARACA, Dokuz Eylül University, Turkey
Rengin ZEMBAT, Marmara University
Rıfat EFE, Dicle University, Turkey
Rozhan IDRUS, Sains Malaysia University,
Malaysia Saedah SIRAJ, University of Malaya,
Malaysia Satilmis TEKINDAL, Turkey
Seçil KAYA, Anadolu University, Turkey
Sefik YASAR, Anadolu University, Turkey
Selahattin GELBAL, Hacettepe University, Turkey
Selahattin GÖNEN, Dicle University, Turkey
Serap OZBAS, Near East University, North
Cyprus Seref TAN, Uludag University, Turkey
Sinan OLKUN, Ankara University, Turkey
Stefan AUFENANGER, University of Mainz, Germany
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 International Teacher Education Conference 2014

Süleyman DOĞAN, Ege University, Turkey

Şaban EREN, Yağar University, Turkey
Şefika MERTKAN, Cyprus International University & Near East
University, North Cyprus
Şermin KÜLAHOĞLU, Uludağ University,
Turkey Şule AYCAN, Muğla University, Turkey
Tam Shu SIM, University of Malaya, Malaysia
Teoman KESERCİOğLU, Dokuz Eylül University, Turkey
Teressa FRANKLIN, Ohio University, United States
Tülen SANER, Near East University, North Cyprus
Uğur SAK, Anadolu University, Turkey
Veysel SÖNMEZ, Cyprus International University
Vincent Ru-Chu SHIH, National Pingtung Univ. of Sci. & Tech., Taiwan
Vu Thi Thanh HOA, Oxfam Great Britain, Vietnam
Yavuz AKPINAR, Bogazici University, Turkey
Yüksel Deniz ARIKAN, Ege University, Turkey
Zehra ALTINAY AKSAL,Eastern Mediterranean University, TRNC
Zehra ÖZÇINAR, Atatürk Teachers Academy, North Cyprus, TRNC

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 International Teacher Education Conference 2014

Keynotes and Workshops

Keynote Speaker Title

Engineering Education in Turkey

Prof. Dr. Durmus GUNAY

Executive Board Member - The Council of
Higher Education, Turkey

Instructional Design for O&DL Systems:

a contemporary communication based
humanitarian investment.

Prof. Dr. Murat BARKAN

Yaşar University

Teacher Educator Qualities for Digital Age

Prof. Dr. H. Ferhan Odabasi

Anadolu University, Turkey

Prof. Dr. Buket AKKOYUNLU

Hacettepe University, Turkey

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 International Teacher Education Conference 2014

English Donor Words and Equivalent Cantonese Loanwords Pronounced by Hong Kong Cantonese ESL
Learners - Implications for Teaching English Word Stress
Wience Wing Sze Lai , Manwa L. Ng……………………...…………………….………………………………19

African American Dialects and Schooling: A Positive approach towards schooling

Stephanie Evans…………………………………..………………………………………..…..………………...29

Variedly-Cued Multimedia Language Instruction on the Vocabulary Achievement of Education

Students: An Enriched Instructional Design
Renante A. Egcas………………………………..…………………………………………………..…………...34

The Mentorship Experience: Helping First Year Teachers Overcome The Problematic Phenomenon Of Attrition
Lori Sanchez, Julie Owens……………………………………………………..….………………...…...............45

Akran Öğretimi Modeli’nin Beden Eğitimi Derslerinde Akademik Öğrenme Zamanına Etkisi Süleyman
Munusturlar, Aylin Çelen, A.Dilşad Mirzeoğlu………………………………………….………….52

Intellectual Property Education Combined With Invention, Law, and Ethics Educations Mamoru
Matsuoka…...…………………………………………………………….…….…….………………...56

The Sustainability of Community of Practice: The Case of EFL Teachers at TAIF University, Saudi Arabia Naif
Althobaiti…………………………………………………………………..……….……………………….61

Education Research and the Community -- A Report On The Learn (Local Education and Academic Research
Networks) Project
Nils Olov Fors……………………………………………………………………………………………………70

An Innovative Method of Teaching The Qanoon To Develop The Capacity Playing For The Beginner Student
Though Innovative Training Technical
Mayada Gamal El-Dine Agha………………………………...…………………………………..……………...75

Current Negative Trends in Engineering Education in Central Europe

Jiri Polansky, Roman Gaspar……...…………………..……………..…………………………………..............81

Role Changes in Team Teaching

Jeong-ryeol Kim………………..………………………………………………………………………………...85

Okullarda Değerler Eğitimi ve Türkiye’deki Uygulamaya Bir Bakış

Nazlı Cihan……………………………………………………………………………………..………...............95

Okul Öncesi Öğretmenlerinin Sınıf Yönetimi Becerilerine İlişkin Algılarının İncelenmesi

Hikmet Zelyurt, Ferda Göktürk İnce………………………….……….………………………………..............101

Causal Model of Mathematical Competences in Kindergarten

Božidar Tepeš, Vladimir Šimović, Krunoslav Tepeš…………..………….……………………………………102

The Formation of New Professional Career Model in Modern Russian Society

Didkovskaya Yana…………………………………………………………………………….………..............108

Adoption of Information and Communications Technology: An Evidence of Teacher Education Institutions in

Davao City
Eddelyn D. Gupeteo………………………………………………………………………….…..……..............112

Acquisition of English Articles by Croatian Primary School Students in Early EFLL

Katica Balenovic…………………………………………………………………….………………………….119

Good Learning Experiences in Accounting

Anne Eskola, Aila Virtanen……………….……………………………..……………………………...............126

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 International Teacher Education Conference 2014

The Results of Research and Development, Collaboration With Practice and Solution of the International
Projects Belong To Teaching and Education
Jana Parilkova, Jaroslav Vesely..……...…………………………………………….….……………................133

Teaching Languages to Engineers: Using A Hands-On Approach as A Strategy to Improve The Language
Learning Environment For Undergraduates
Annette Casey, Adrian Millward-Sadler….……………………………………………………….……………139

Differences in Body Image and Health Among Sport Active and Passive Adults
Ludmila Fialová………………………………………………………………………………………………...144

The Place of Pedagogical Training in Engineering Education

İbrahim Timuçin İnce…...…………………………………………………………………..…...……………...151

Using Mobile Devices to Integrate Economic Simulations in Teaching Approaches Based on Direct Instruction Fritjof
Kollmann………………………………………………………………………………..……………….155

VET Teacher Preparation in Slovakia and the New VET Professionals - Entrepreneurship Trainers for VET
Tímea Zaťková, Iveta Zentková………………………………………………………………………………161

Community Development and Divergent Forces in Philippine State Universities and Colleges: Developing a
Protocol in Evaluating Extension Projects Towards Community Empowerment
Dexter S. Ontoy, Rodin M. Paspasan………………………………………………………………...…………171

Age 22: Now What Do I Do? : Providing Tools For Students With Autism in Order To Enhance Their
Opportunities For Success In The Outside World
Nola Stephen……………………………………………………………………………….…………...............181

Analysis of Nigerian Secondary School Students Reading Habits: Implication for Teacher Education
Curriculum for English as A Second Language
Hanna Onyi Yusuf……………………………………………………………………….......……...…………..185

Okul Öncesi Öğretmen Adaylarının Mesleki Kaygı Düzeylerinin Çeşitli Değişkenler Açısından İncelenmesi Eda
Erdas, A. Oguzhan Kıldan, Ezgi Asıkuzun, Ergun Recepoğlu………………………….…………………192

Applying Response-to-Intervention in Elementary Schools: Perceptions of Primary Administrators

Maha AlSulaiman, Lewis B. Jackson…………………………………………………………………...............202

Culture and Foreign Language Teaching

Işıl Açıkalın………………………………………………………………………..…………………………...205

Understanding IN SHA ALLAH in Cross-Cultural Communication

Sandra Vonderlind………………………………………………………………………………………………207

Öğretmenlik Eğitiminin Öğretmenlik Mesleği Genel Yeterliklerini Kazandırma Durumuna İlişkin Öğretmen
Adayı Görüşleri
Servet Özdemir, Nazife Karadağ..........…………………………………………………………………………213

E-Öğrenme Öğrenme Ortamları

Şakir Gözütok…………………………………………………………………………...………………………221

Advancing Excellence in Character and Competence in Service to Humanity

Vivian A. Gonzales……………………………………………………………………...……………………...226

A Comparison of Habit Formation of First Graders Swith and Without Preschool Education
Erdoğan Özel, Hikmet Zelyurt……………………………………………………………….…………………232

Transformation from Teacher-Centered To Subject-Centered Mathematics Education

Mehmet Türegün……………………………………………………………………………...………..……….240

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 International Teacher Education Conference 2014

Design is Our Nature Disseminating Design Practices in K12 Education

Linda Keane, Mark Keane………………………………………………………………………………………246

The Impact of Teaching Biomimicry to Enhance Thinking Skills for Students of Art Education in Higher
Education
Abeer A Alawad, Yassir M Mahgoub…………………………………………………….…………………….256

Students’ Emotional Responses Related to the Teaching Activity

Ante Kolak…………………………………………………………………………………………...…………262

Organizational Dynamics in Declining US Male College Enrollments

Paul W. O'Brien……………………………………………………………………...………………………….268

A History of Teacher Training, Training Models, and Recent Developments in Turkey

Sevgi Gürses Kürçe, Gülsun Atanur Baskan………………………………………………...………………….274

Elektrik Mühendisliği Eğitimi İçin Yeni Bir Ölçüm Metodu: SELVAZ Yöntemi
M.Server Fırat, Hakan Çuhadaroğlu, Yılmaz Uyaroğlu, M.Ali Yalçın ............................................................. 281

Murabbic Values as A Prerequisite for Teaching: IKRAM-MUSLEH’s Experience

Noor Azlan Ahmad Zanzali, Megat Mohamed Amin, Rushami Zien Yusoff……….........……………………285

Radiness of Nursing and Health Sciences Faculty for Adopting the Student-Centeredness Approach in the
Learning-Teaching Process at Bethlehem University
Amal Abu Nijmeh, Etaf Maqboul, Naji Abu Ali……………………………………………….………………295

The Effectiveness of Self-Controlling Instruction on Attention Increase and Educational Progress of Students
Wtih Writing Disorder
Bagher Ghobary Bonab, Maryam Zokaee……………………………………….……………………………...302

Educational Leadership Development in the Context of the United Arab Emirates: Participant Perceptions in the
[XXXX] Professional Development Program
Sarah Bond…………………………………………………………………………………...…………………307

The ESP Students' and Instructors’ Perceptions About Students’ Learning Needs: An Explanatory Case Study
Sevda Gul Kazar, Enisa Mede………………………………………………………..…………………………322

Internationalization Status of Selected Teacher Education Institutions in the Philippines

Marilyn U. Balagtas, Marla C. Papango, Zenaida Q. Reyes, Marilou M. Ubiña……………………………….330

Evaluation of Concrete-Mixed Models Use on Optical Isomery Concept Teaching, Under Brazilian High School
Chemistry Teachers´ Perspective
Nélio Soares Machado…………...……………………………………………………………………...............338

The Effect of Students’ Part-Time Employment on Academic Performance and University Engagement Tacibaht
Turel, Priscilla Gitimu, Jessica Loar………………………………………………….………………351

Değer Eğitimine Bakış: Edebiyat Tarihi Öğretiminin Değer Eğitimindeki Rolü

Zehra Kaplan……………………………………………………………………………………………………356

To Study the Relationship Between Students’ Reading Speed and Note Taking Speed and Exploring Learners
Perpections About Both Skills
Khedidja Faid…………………….……………………………………………………………………..............362

Okul öncesi eğitim ve mimarlıkta yaratıcılığa olan etkileri

Hacer Mutlu Danacı…………………………………………………………………………………………….369

Çocuk Dostu Şehirler (Ankara İli Örneği)

Zafer Devrim Tosun, Uğur Gülçin Uysal, Funda Demir……………………………………………..…………371

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 International Teacher Education Conference 2014

Arts Education for Creative Community Building Illustrated by Wol-Wall Festival in Seoul
Haekyoung Lee………………………………………………………………………………………………….382

Teacher Development Program For Saudi Interns at an International School

Jacqueline Phillips……………………………………………………...……………………………………….386

Developing Teacher’s Pedagogical Competency

Laakkonen Raijaliisa…………………………………...…………………………………..…………………...390

Audiovisual Materials and Second Language Acquisition

Taher Bahrani, Marziyeh Nekoueizadeh……………………...………….......…………………………………400

Principles of Museum Educational Programmes for Students. An Application Example

Ganatsiou Paraskevi…………………………………………………...………………………………...……...405

Ali Tantâvî'nin Makalelerinde Öğretmen ve Öğretim

Zehra Özli ........................................................................................................................................................... 414

Assesments on the Status and Future of Map and Cadaster Education in Vocatıonal Schools
Engin Kocaman, Ayhan Göktepe……………………………………….....………...………………………….421

Nonlinear Circuit Analysis Using PSPICE in Electrical Engineering Education

Abdullah Ferikoğlu, Raşit Köker, Yavuz Sarı……………………………………………...………..…………426

Challenges Facing Teacher Educators’ Mentoring on Professional Progress of Teachers in Nigeria

Ibli Eugene U., Anyacho Ernest O……………………...……………………………….………...…………...434

SOUNDIA-A Learning Application for Musical Correlations According to “The Musical Space”
Fabian Ehrentraud, Monika Di Angelo……………………………………………………………………........441

Pre-Service Mathematics Teachers’ Misconceptions on the Mathematical Model Validation Process

Adnan Bakı, Funda Aydın Güç………………………………………………….………………………...……452

Too Much Talk

Padraig MacAogain………………………………………………………...………………………………...…459

Oriental Languages Taught in Europe. The Analysis of the Higher Education Teaching System of Chinese Katarzyna
Banka………………………………………………………..……………………………………....463

A Way of Not Seeing: Reflections on Paradigms in Teacher Education

Andrew Effrat…………………………………………………………………………………...………………472

Osmanlı Misyoner Okullarındaki Öğretmenlerin Eğitimi: Islington Koleji (1825-1879)

Arzu Meryem Nurdoğan……………………………………………………………………………………......477

Beginning Piano Artistry

Patricia Carter-Zagorski…………………………………………….…………………………………………..492

Usage of Rich Media in Education Process

Darja Holátová, Monika Březinová………………………………..……………………………………………501

Developing Listening in Arabic classes: An Integrative approach

T.M.Yaqub……………………………………………………………………………………...……………....505

Liselerin Misyon İfadeleri ile Öğretmenlerin Liselerin Misyon İfadelerine İlişkin Görüşlerinin Karşılaştırılması
Betül Balkar……………………………………………………………………………………………..………511

The Pedogogical Challenge of Cyber-Plagiarism in Teacher Education

Warren A. Ramos……………….....……………...........……………………………………………………….520

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 International Teacher Education Conference 2014

Future Learning and Prior Learning Assesment and Recognition in Vocational Teacher Education
Päivi Aarreniemi-Jokipelto……………………………………....…………………………..………………….527

Experiencing the European Union: A simulation game on the European Citizens’ Initiative
Marco Brunazzo, Pierpaolo Settembri…………………………………...…………………...………………...533

Enhancing Academic Performance Through Post-Listening Organisers and Note-Taking Among Colleges of
Education Students in Kwara State, Nigeria
Rasaq Ayodeji Iliyas……………………………………………………………...…………………………….543

Special child learning difficulty or specific teacher difficulty?

Thomai Alexiou, Doriana Nikaki, Martha Giannakaki, Maria Laftsidou……………...…………….…………551

New Teaching Methods in Nursing Education (HEVI)

C. Marcean, M. Alexandru, E. Cristescu……………………………………………………….……………….559

Using Social Media in Collaborative Learning: A Facebook Application

Derya Kıcı, N. Emel Dilmen……………………………………………………………………………………563

Marginalization of University Professors Training in Tunisia: From Pedagogical Provisions to Bureaucratic

Formalities
Amani Bel Abed, Nadia Hamrouni…………………………………………………...………………………...564

Gaziantep’te Yabancı Dil Eğitiminde İlkokullarda ve Ortaokullarda Karşılaşılan Problemler

Sinem Kahraman………………………………………………………………………………………………..572

The Intrusive Sounds in the Connected Speech

Mehmet Deniz Demircioğlu……………………………………………………………..……………………...586

Başarılı Öğretmenin Vasıfları

Muhammed Aydın……………………………………………………………...……………………………….593

Öğretmen Adaylarının Öğretmenlik Mesleğine Yönelik Tutumları

Ahmet Eskicumalım, Kerim Karabacak……………………………..………………………………………….596

Teachers Traniners: Village Elders

Oytun Sözüdoğru, Bahire Efe Özad…………………………………………..………………………………...606

Philosophy of Education of Human Anatomy for Dental Students

Bolekova Adriana, Lovasova Kvetuse, Kolesar Dalibor, Kluchova Darina…………………………………....610

Turing Teaching of Science Easy, Friendly, Intriguing and Innovative, Employing Various Teaching Aids
M. Masroor Akhtar Khan, Moin Uddin……………………………………………………………………...…615

Asian Parenting Styles and Academic Achievement Through the Lens of Confucianism
Grace H. C. Huang, Mary Gove………………………………………………………………………………...621

Prediction of Students' Academic Achievement at Higher Secondary Level on the Basis of Secondary Level
Academic Achievement
B.B. Ramanuj………………………………………………………………………………………………...…626

Turkish Preservice Middle School Mathematics Teachers’ Misconceptions for Constructing Histograms
Oktay Mercimek….……………………………………………….…………………………………………….630

Time Impact on Training Effectiveness of Physics Teachers in Saudi Arabia

Yousef Alhaggass……………………………………………………………………………………………….635

Teaching an EAP Course in a Synchronous Videoconferencing Platform: Technological, Pedagogical and

Administrative Reflections
Elif C. Onat, Nuri Kuruoglu, Tufan Adiguzel……………………………………………..……………………638
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 International Teacher Education Conference 2014

Uzaktan İngilizce Öğretmeni Yetiştirmede Uygulama Derslerinin Yönetim ve Organizasyonu: AÖF İÖLP E-
Portfolyo Uygulaması
Sedat Demirel, Ekrem Meriç……………………………………………………………………………………646

Transformation of Teacher Education in the 21ST Century: Enhancing Physics Teacher Quality for National
Development in Nigeria
Jonathan Ogbeide Idialu……………………………………………………………………………………...…659

Quality Assurance in Secondary Education: Implications of Teaching Strategies and Students’ Attitude on
Academic Achievement in Basic Technology
Jonathan Ogbeide Idialu……………………………………………………………………………………...…667

Preparing Initial Teacher Education Students for a Culturally Diverse World: Case Study
Lungi Sosibo…………………………………………………………………….………………………………675

Wave Motion Leadership for Private Schools in the Philippines

Rommel E. Pelayo………………………………………………………………………………………...…….684

Exploring Parents and Teachers Perceptions on Causes and Effects of Drug Abuse on Academic Pursuit of
Students in Selected Secondary Schools in Nigeria
Adamu Ibrahim, Y. Lawal, Kabiru I. Dandago, Love O. Arugu……...………………………………………...692

Open Access, Open Opportunity: Using Universal Course Design to Help International Students Succeed in the
American College Classroom
Graham Van Leuven, Danielle Newton…………………...……………………………………………………699

Advantages and Disadvantages of Bilingual Education

Alina María Signoret Dorcasberro……………………………………………………...………...………….…713

Intuitive Leadership and Effectivenes of Secondary School Principals in the Eight City Divisions of Negros
Occidental
Janette C. Magalona……………………………………………………………………………………...……..720

How Do Students Learn History? The Problem With Teaching History as Part of an Integrated or
Interdisciplinary Cross Curricular Pedagogical Approach
Yosanne Vella……………………………………………………...…………………………………………...731

Günümüz Klasik Türk Musikisi Öğretiminde Meşk Yöntemi: Samsun İli Örneği
Senem Arslan………………………………………………………….......……………………………………738

Using Technology and Media Education to Enhance Learning and Teaching in KS2
Livia Klein Marques da Cunha…………………………………………………...…………………….………743

Okul Öncesi Öğretmen Adaylarının Mesleki Kaygıları

Ezgi Aşıkuzun, A. Oğuzhan Kıldan, Eda Erdaş, Atila Çağlar…………………………...……………………..749

University of Costa Rica: Relevance, Quality and Equity of Higher Education

Ana Luisa Guzmán H…………………………………………………………………………...………………761

In a Crucible of Hygiene and Puberty: A Proposed Instructional Strategy

June Rose L. Dela Torre…………….…………………………………………………………………………..763

L2 learning of non-native speakers: Comparing Malaysia and the United Kingdom

Parilah M. Shah, Aminuddin Yusof, Aidah A. Karim, Rosseni Din……………………………………………771

Human Resource Management in the Implementation of Universal Basic Education in Nigeria: A Case Study of
Some Selected Junior Secondary Schools
Bashir Maina, Michael Omotayo Dare………………………………………………………………………….780

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 International Teacher Education Conference 2014

Dil Derslerinde Sözcük Öğretme Yöntemlerinin Yeterliliği-Türkiye Örneği

Şükran Dilidüzgün………………………………………………………………..……………………………..785

Öğretmen Adaylarının Öğretmenlik Mesleğinin Tercih Sebepleri

Feyza Gün, Tuğba Turabik……………………………………………………………………………………...794

Using of the Vig in the Preparation of Student Teachers

Eva Šírová, Ilona Gillernová………………………...………………………………………………………….801

Virtual Gallery for Children as a Hypertext. How Art Training Influences Cognition and Stimulate the
Children's Creativity?
Malgorzata Karczmarzyk……………………………………….………………………………………………805

About the Peculiar Aspects of Relativity and Beyond: A Pedagogical Perspective

Paolo Di Sia……………………………………………………………………………………………………..808

Transformational Leadership of Coaches and Sport Commitment of Iranian Football Players: Implications on
Training and Selection of Teachers as Coaches
Aminuddin Yusof, Hamidreza Saybani, Parilah Mohd Shah…………………………………………………...813

Competencies of Student-Teachers in State Universities and Colleges (SUCs): Basis for Monitoring Strategies
Romulo T. Sisno, Renante A. Egcas, Florly M. Callojellas…………………………….………………………821

Role of Previous Accounting Experience in Benefiting from E-Learning Accounting in Practice – Comparison
Between Poland and Slovakia
Anna Białek-Jaworska, Jozef Bucko, Marek Żukowski………….…………………….………………………830

21st Century Teacher Image to Stakeholders of Teacher Education Institutions in the Philippines
Marilyn U. Balagtas, Maria Ruth M. Regalado, Carmelina E. Barrera, Ramer V. Oxiño, Rosarito T. Suatengco,
Josephine E. Tondo…………………………………………………………………......………………………841

Improving the Quality of Vocational and Technical High Schools With Aircraft Maintenance Field
Serdar Dalkılıç .................................................................................................................................................... 853

Research-Based Course Design as the Implementation of Quality Management Evaluation Function

Isti Hidayah………………………………………………………………………………………………...…...869

Problems and Countermeasures in Multicultural Education in Primary and Middle Schools in China
Yitong Liu, Dae-Dong Hahn……………………………………………………………………………………871

İlköğretim Dersinde Yayımlanan Öğretmenlik Mesleği ile İlgili Makalelerin Değerlendirilmesi

Mustafa Güçlü……………………………………………………………………………………………..……872

Eğitimde Yeni Bir Süreç: Ters-Yüz Sınıf Sistemi

Büşra G. Gençer, Neşe Gürbulak, Tufan Adıgüzel……………………………………………………….......880

Öğretmen, Öğrenci ve Veli İlişkilerinde Problem çözümünde Forum Tiyatro

Nihal Kuyumcu……………………………………………...……………………………………...…………..888

Internationalization Status of Selected Teacher Education Institutions in the Philippines

Marilyn U. Balagtas, Marla C. Papango, Zenaida Q. Reyes, Marilou M. Ubiña……………………………….894

Development Programs for the Internationalization of Teacher Education Institutions in the Philippines
Marilyn U. Balagtas, Marla C. Papango, Zenaida Q. Reyes, Marilou M. Ubiña……………………………….902

Akran Öğretim Modelinin Voleybol Becerilerini Öğrenmeye Etkisi

Süleyman Munusturlar, Aylin Çelen, A.Dilşad Mirzeoğlu………………………………………....…………909

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 International Teacher Education Conference 2014

Modern Method of Teaching Piano and its Importance in the Development of Performance Playing Skills
Bahia Galal Al Ekhrity……………………………………………………………………………….…………914

Issues of Access and Equity: Academic and Social Integration for Students in STEM and Liberal Arts
John Barker, Michele Brown Kerrigan, Robert D. Mack, Darryl N. Williams……………………................…922

Designing Simple Voltage/Current Processors in Orcad-PSPICE for Simulation Based Practical Education
Abdullah Ferikoğlu, Yavuz Sarı, Raşit Köker……………….……...………………………………………….930

Meeting Teacher Competence Standards Through A Construction of an Outcome-Based Field Experience

Framework: A Case of Hong Kong
Christina Wai-Mui YU………………………………………………………………………………………….934

Impact of the Mass Media Tools on Students at the Hight School Level
Behçet Öznacar…………………………………………………………………………………………………945

Computer Education Example: Chaotic Secure Communication Simulations

lmaz UYAROĞLU, Mustafa KARAKAYIŞ, M.Ali YALÇIN………………………...………………..……958

Elektirik Mühendisliğinde Trafo Merkezleri için Yeni Bir Topraklama Ölçümü Eğitimi: Selvaz Yönetimi M.Server
FIRAT,Hakan ÇUHADAROĞLU, Yılmaz UYAROĞLU, M.Ali YALÇIN……………...…………971

Türkiye’de Yabancı Dil Öğretmeni Yetiştirme Koşulları ve Fransızca Öğretmeni Yetiştirmede Yaşanan Sorunlar
Doç.Dr. Nur Nacar-Logieİstanbul……………………..………………………………………………………..973

Bionic Architecture Course For Architecture Students

Naglaa Ali Megahed Egypt……..……………………..………………………………………………………..976

Kitle İletişim Aracı Olarak Televizyonun Eğitim Ve Öğretim İşlevinden Yararlanılması: Program Çeşitliliği
İle Anadolu Üniversitesi Televizyonu TVA Mrneği
Esra Fıratlı............................................................……..………………………………………………………..980

Fizyoterapi eğitimi konusunda mezuniyet dönemi öğrencilerinden ve öğretim elemanlarından alınan geri
bildirimlerin incelenmesi ve sonuçların değerlendirilmesi
Arzu Erden, Uğur Cavlak.....................................……..………………………………………………………..993

Patient Education – Relevance In Nursing Education And Practice

Gunta Bēta, Evija Tofere................................................................................................................................... 1000

Using Non-Digital Sources At Czech Technical Universities To Narrow The Gap Between Students Coming
From Technical And Non-Technical Secondary Schools
Mark Landry,LenkaLandryova
....................................................................................................................... 1009
Special child learning difficulty or specific teacher difficulty?
Thomai Alexiou, Doriana Nikaki, Martha Giannakaki & Maria Laftsidou ...................................................... 1026

Öğretmen Adaylarının Etkileşimli Tahta Kabul Ve Kullanım Düzeylerinin Belirlenmesi: Anadolu

Üniversitesi Örneği
Doç. Dr. Abdullah KUZU, Arş. Gör. Mesut TÜRK, Arş. Gör. Derya ORHAN,
Arş. Gör. Muhterem DİNDAR, Arş. Gör. Dr. Selim GÜNÜÇ ......................................................................... 1037

Revising the visuals in the multimedia based test items: What kind of pictures?
Fevzi İnan Dönmez , Muhterem DİNDAR, Işıl Kabakçı Yurdakul .................................................................. 1038

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 International Teacher Education Conference 2014

Investigation Of Wikipedia Under The Light Of Mason's Papa

Şenay Ozan, Adile Aşkım Kurt, H. Ferhan Odabaşı ........................................................................................ 1039
Öğretim Elemanlarının Öğretim Süreçlerinde Etkileşimli Tahta Kullanımına İlişkin Beklentileri
Doç.Dr. Abdullah KUZU, Araş.Gör. Derya ORHAN, Araş.Gör. Mesut TÜRK,
Araş.Gör. Muhterem DİNDAR, Araş.Gör. Dr. Selim GÜNÜÇ ...................................................................... 1041

Computer Education and Instructional Technology Department

Muhterem DİNDAR, Işıl Kabakçı Yurdakul, Fevzi İnan Dönmez ................................................................. 1042

Sosyal Paylaşım Ağlarını Kullanma Düzeyi ile Öğrenme Stilleri Arasındaki İlişkinin Belirlenmesi
Arş. Gör. Can MEŞE, Arş. Gör. H. İbrahim HASESKİ , Doç. Dr. Adile Aşkım KURT ................................ 1043

BT Rehber Öğretmen Adaylarının Dijital Öykü Oluşturma Sürecinde Karşılaştıkları Sorunlar

Arş. Gör. Fatih YAMAN , Doç. Dr. Işıl KABAKÇI YURDAKUL …………………….................................1044

New Pathways In Initial Teacher Education

Dr Tim Lucas, Keither Parker….…………………………………..…………………….................................1045

The new proposals for teacher-training in austria.A political party scramble with unsatisfactory results. Another
chance wasted
Alice Reininger ……………………………………………………………………………………………….1060

An Investigation Of The Relationship Between Ego-Identity Functions And Interpersonal Relationship Skills
Among Faculty Of Communication Students
Füsun Ekşi ……………………………………………………………………………………………………1066

Ergenlerde Görülen Siber Zorba/Mağdur Yaşantılarının Utanç/Suçluluk ve İntikam Duyguları Çerçevesinde

İncelenmesi
Halil Ekşi, Yaşar Dilber……………………………………………………………………………………….1072

Bir Manevî-Meslekî Eğitim Usûlü: Ahî Teşkilati’nda Usta/Öğretmen Eğitimi

Büşra ÇAKMAKTAŞ,Feyza DOĞRUYOL……………………………………………………………………….……..1082

Platon'un Ideal Devletinde Öğretenler Sinifi Olarak Filozoflarin Eğitimi

Metin AYDIN, Kübra CEVHERLİ……………………………………………………………………………………….1089
 International Teacher Education Conference 2014

The Impact of Teaching Biomimicry to Enhance Thinking Skills for Students

of Art Education in Higher Education
b*
Abeer A Alawad ª Yassir M Mahgoub
ª BA(hons), MA, PhD, Assistant Professor, King Abdulaziz University, Faculty of Home Economics , Department of Housing and Home
Management, track of Interior Design
b
BA(hons), MA, PhD , Associate Professor King Faisal University, Faculty of Education, Department of Art Education

Abstract

This paper studies the impact of teaching biomimicry to enhance thinking skills for students of art education in
higher education. Descriptive, analytical and experimental methods are used in this research. The results of the
study are expected to be beneficial for the development of students’ performance in higher Education. The study
sample consists of 30 students of the third level, batch 2012 – 2013, from the faculty of Education at the
University of Khartoum: Republic of the Sudan.
Biomimicry has a number of major benefits. Firstly, it offers spiritual development as it is an area that enables
us to meditate and appreciate God’s creation. Secondly, this subject makes students realize that nothing is
superfluous in nature: everything in nature has a purpose and a function. Thirdly, this subject can positively
impact early year’s education. The results showed that biomimicry has long-lasting effects skills such as self-
reflection, critical and creative thinking. Finally, these results indicated that biomimicry could positively impact
students’ design decisions and thinking skills. This skill is crucial for today’s visually dominant society. This
research has a number of practical recommendations for example, teachers should be teaching the subject of
biomimicry to students of art education in higher education.

Keywords. Teaching biomimicry, art education, higher education, thinking skills.

Introduction

Nature is inventive, synchronised and methodical. Furthermore, our natural world has stimulated and inspired
human beings throughout history. Nature can teach mankind about various systems, materials, structures and
designs. The term biomimicry stems from two Greek words ‘Bios’ which means life and ‘Mimesis ‘that means
imitation. The term biomimetics, which was coined by Otto H. Schmitt (Schmitt 1969), represents the studies
and imitation of nature’s methods, mechanisms and processes. Biomimicry involves emulating successes within
the natural world and this is a growing area of research within fields such as architecture, design, electronics,
biology and engineering. This multi-disciplinary approach operates on the basic belief that within its 3.8 billion
year history, nature has already found solutions to a myriad number of problems.
Primitive human tribes and cultures were dependent on nature to provide them with food, clothing, medicine
etc. Nowadays society seems reliant on the industrial world yet this often lacks sustainability and regeneration.
Biomimicry is a new way of observing and appreciating nature. It introduces an era based not on what we can
extract from the natural world, but on what we can learn from it (Benyus, 2002).
Life on Earth has evolved throughout its 3.8 billion years of existence. In comparison, humans have been
present for only a tiny fraction of this time period. Excluding humans, Earth’s inhabitants have endured billions
of years of life without consuming their ecological resources. Species alive today hold the secret to survival.
These species have learned how to survive, evolve, and adapt to their surroundings throughout time. Creating a
built environment, which functions more like the natural world may address human caused problems such as the
depletion of natural resources, global warming, pollution, overpopulation, starvation, etc. (Benyus, 1997).

E-mail address: aalawad@kau.edu.sa , yhamed@kfu.edu.sa

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Background

Janine Benyus coined the term “biomimicry” in 1997 when she published her book Biomimcry: Innovation
Inspired by Nature. She created this term by combining bios, which refers to life or living things, and mimicry,
which means to copy or emulate. Biomimicry simply means copying life.
Benyus describes biomimicry as “the conscience emulation of nature’s genius.” “Conscience” implies intent
to integrate nature into your design process. “Emulation” suggests that biomimicry goes beyond mimicking
nature’s shapes and forms; it is about extracting the best ideas and the strategies from nature and incorporating
them in our designs. “Nature’s genius” reminds us that the forms, processes, and systems found in nature are
truly ingenious compared to our own technologies. As Thomas Edison once said, “Until man duplicates a blade
of grass, nature can laugh at his so-called scientific knowledge.”
For design practitioners, biomimicry is a sustainable design tool based on emulating strategies used by living
things to perform functions our technologies need to perform – everything from creating color to generating
energy. Biomimicry, like nature, is continually evolving and can help to improve designs. There are three levels
of mimicry; the organism, behavior and ecosystem. Indeed, a crucial part of biomimicry is mimicking
ecosystems as described by Benyus (1997) and Vincent (2007). Ecomimicry is a term that describes this
mimicking process within design (Lourenci et al., 2004, Russell, 2004).
There are two main approaches to using biomimicry as a design process. These are design looking to biology
or biology influencing design (Biomimcry Guild, 2007). Firstly, design looking to biology involves designers
observing the natural world for solutions to their specific problems. What would nature do? An example of this
approach is the Bionic Car. The prototype of this car was based on the aerodynamic boxfish. Due to biomimicry
the car is more fuel-efficient as it mimics the boxfish. McKosky (2002) indicates that it is fundamental to
consider the natural form, process and system that can be found naturally within nature and then mimic its
process (McKosky, 2012).
Secondly, biology influences design which is reliant on architects/designers possessing an inherent
understanding of biological/ecological research. For example, the self-cleaning ability of lotus flower was
applied and utilized to enable buildings to be self-cleaning. Mimicking existing ecosystems and species provides
a stimulating vision of our future world and the way in which humans’ lives can be intertwined with other
habitats.

Innovation Inspired by Nature

Nature is the foremost superior designer. Janine Benyus 2002, is one of the leading researchers in the field of
Biomimicry and she recognized that modern society is removed from nature compared to our descendants. In her
book Biomimicry:Innovation Inspired by Nature Benyus proposes principles in her work that govern natural
design and processes such as: Nature as Model; Nature as Measure and Nature as Mentor. Firstly, she suggests
that biomimicry can be used as a model/design solution to solve human problems and rejuvenate our weathering
world (Nature as model). Biomimicry is a new science that studies models within nature and then imitates or
takes inspiration from these designs to solve human problems. Biomimicry can be used as a tool to create more
sustainable design solutions. For example, consider the Eastgate Cente in Harare, Zimbabwe, which
demonstrates biomimicry principles and is ecologically sensitive. This concrete structure has no conventional
air-conditioning yet regulates itself by utilising design methods inspired by the self-cooling mounds of African
termites. Learning from the termite model has helped humans create sustainable buildings.
Secondly, Biomimicry uses a standard (Nature as Measure) to evaluate the effectiveness of our concepts and
designs. Nature can be viewed as a measure. Biomimicry uses an ecological standard to review the validity and
reliability of our innovations. After 3.8 billion years of evolution nature has learned these three fundamental
principles: what works; what is appropriate and what lasts. Nature has taught us that designs that work remain in
use: they last. Finally, Nature is seen as a teacher, a mentor that enables us to view and appreciate nature
(Benyus, 1997). This is an incredibly competent universe with an array of successful living examples freely
available for us to learn from.
Nature's creatures and the texture of their skin can teach us a lot about life's genius. For example, the texture
of sharkskin has provided design inspiration for medical technologists and even swimsuit designers. The texture
of their skin is ingenious as it consists of dermal denticles or "little skin teeth" which serve a number of
functions. Firstly, this texture is streamlined and the denticles result in water moving more effectively over the
shark. Fraunhofer Institute developed a paint based on the textured skin of sharks that could be applied to planes
and ships to make them more efficient. In addition, the designers of the Speedo Fatskin swimsuit took their

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inspiration from nature as their design mimics a shark’s skin, which enables it to reduce water drag hence
making the swimmer quicker.
Secondly, sharkskin also proved to be an effective defense against bacteria. The texture can reduce the
incidence of microorganisms and hospital-acquired infections such as MRSA. Dr Brennan and Sharklet
technology demonstrated a biometic technology inspired by the texture of sharkskin. The impression/texture of
these dermal denticles are organised in a diamond pattern with tiny riblets. They are deliberately created to
inhibit the growth of microorganisms from settling.
In addition, the surface texture of the Blue Morpho butterfly is similar to roof tiles with overlapping ridges,
which enable water and dirt to literally roll off the wings. The microscopic texture of these wings has enabled
researchers to develop surfaces, which enhance fluid flow and prevent surfaces from getting dirty. This natural
genius can be mimicked and used in a variety of surfaces for aircraft and medical equipment. In a similar way to
sharkskin, this texture could prevent the growth of bacteria. Textures in nature require designers to think about
purposes and reasons for designs. Biomimicry can teach design students that everything in nature has a function.
The idea of thinking skills as being fundamental to learning has a long and illustrious history. There is a
considerable canon on the subject, much of it influenced recently by the work of Robert Fisher (1995a, 1995b,
1998, 2000) who seeks to establish approaches to help children develop critical, creative and imaginative states
of mind. He argues that this can be achieved by improving their thinking skills, thus helping them make more
sense of their learning and their lives. This study links into Fisher’s work and argues that through a study of
biomimicry we need to encourage students to think critically why certain textures like spots/lines exist in nature
and then how biomimicry can be applied in their own designs.
Ultimately, the role of designer encompasses problem solving. Designers must apply thinking skills and
creative ability to discover unique solutions to collective questions. These questions may consist of how to best
market a brand, how to connect with a specific target audience or how to correspond across ethnic boundaries
(Simmons, 2011). Yet in today’s world there are fundamental issues in modern society such as the need for
community, and sustainability (McKosky, 2012). However, there are still millions of people and potential clients
who have never heard of biomimicry or find it hard to see its purpose. Future designers and educators should be
informed of this approach and the exciting role it could and should play in our society. Using nature as a model,
mentor and measure may provide maintainable and ecological solutions for this generation and upcoming
generations.

Importance of the study

The researcher is expecting to teach the subject of biomimicry to students of art education in higher
education, whereby enhancing the design process.
The study will provide teachers with an effective strategy to develop their performance and improve the
current teaching methods.
The researcher predicts that this study enables an area for further studies to develop different strategies in
the field of teaching biomimicry.
This study recognizes the importance of teaching students about texture and the purpose of textures within
nature. If they study texture they may then find the benefits.

Objectives of the Study

To identify the impact of teaching biomimicry to enhancing thinking skills for students of art education in
higher education
To develop means and methods to ensure the development of student’s skills.
Development of a scientific program based on Biomimicry containing complete information to assist the
teacher.
Introducing new methods that help teachers develop their understanding and teaching methods concerning
biomimicry.
Think of other things in nature that we could use as inspiration to develop student abilities.

Hypotheses of the Study

Biomimicry has long-lasting effects which includes the development of skills such as self-reflection, critical
and creative thinking for students.
Biomimicry could positively impact students’ design decisions and thinking skills.
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Methodology of the Study

The descriptive analytical and experimental methods were used in this research. The target population
consists of students from the Faculty of Education, University of Khartoum: Republic of the Sudan. The study
sample consists of 30 randomly selected students from the Faculty of Education: students of years (2012 –
2013).
Firstly, the 30 students were asked to draw a texture design such as a carpet, blanket or clothing. This test was
marked out of 10 using the criteria below. Then there was a 2-week wash out period. After this period, the
specific biomimicry program was taught which included the theory of biomimicry, examples from nature;
independent research on the Internet; references and visits to explore for themselves different textures in nature.
Each student was then given the same task to undertake: draw another design based on texture. The task was
marked out of 10 marks. The task was chosen as a valid measure of critical thinking.

The total score for the test is 10 marks and the marks were distributed as follows:
Idea and design. Three marks.
Utilization of nature. Three marks.
Implementation of biomimicry. Four marks.

A teacher from the school that was not directly involved in researching this project marked the task work. A
discussion with the students after the test also revealed that students were more confident with their designs after
being participants in the Biomimicry program and they explained their ideas thoroughly. They also indicated that
in the future they would use nature to help them think and develop their design choices.
The collected data was analyzed by the statistical program (STATISTICAL PACKAGE FOR SOCIAL
SCIENCE, SPSS) using the appropriate statistical treatments. The T- test for independent data was conducted to
verify the significant differences between test scores before and after the implementation of the Biomimicry
program.

Results and Discussion

Data analysis of the first hypothesis

Biomimicry has long-lasting effects skills such as self-reflection, critical and creative thinking for students.

Table 1 Statistics Test

Variable Sample Size Arithmetic Mean Standard

Experimental Before 30 4.30 1.00
Experimental After 30 7.63 1.88

Table 2 T. Test for two samples

Variable T. Test Value Degree of Freedom Potential Value

Before – After -17.028 29 0.00
Since the potential value = (0.000) is less than (0.05), it means there is a significant difference between the
students’ test grades before and after the biomimicry program.
The above tables (1-2) showed that there is a significant difference between the students of the experimental
group before and after the implementation of the program through the potential value, which amounted to
(0.000). This potential value is less than the level of error allowed (0.05%) for the benefit after applying the
program through the arithmetic mean value, which is amounted to (7.63) that is greater than the arithmetic mean
value before implementing the program, amounting to (4.30).

Through analyzing the results, the researchers noted that before the implementation of the biomimicry
program the students were not able to apply thinking skills, and did not use nature in their design. The results
showed there is a significant difference between group’s performance before and after the program. This
confirms that the students’ self-reflection, critical and creative thinking for students improved after the
biomimicry lesson.

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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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interested in this topic as an aid to the development of their designs. Lecturers should advocate looking at nature in
new ways and ultimately this can inspire and motivate their students.

Results

There is a significant difference between group’s performance before and after the program, in addition is a
significant difference between the experimental group and control group before and after the test. This confirms
that the biomimicry has long-lasting effects which includes the development of skills such as self-reflection,
critical and creative thinking for students.
There are significant differences between group’s performance before and after the program, in addition is a
significant difference between the experimental group and control group before and after the test. This confirms
that the biomimicry could positively impact students’ design decisions and thinking skills.

Recommendations

In the light of the results obtained the researchers recommends the following:
Teachers should be teaching the subject of biomimicry for students of art education in higher education.
The students should be encouraged to conduct mini-debates on biomimicry and elements of nature such as
texture in order to develop their thinking skills.

References

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Benyus, J. (2002). Biomimicry: Innovation Inspired by Nature. New York: Perennial. Biomimicry
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Dean J. (2002) Thinking Skills in Primary History, Nuffield History Project. Fisher
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