The effects of Teaching Practices Based on Biomimicry Approach on Learning-Teaching Processes
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
The aim of this research is to evaluate the effect of biomimicry approach on the learning-teaching process, based on the results of the studies on teaching practices on the biomimicry approach. The research was carried out by systematic review method. Depending on this method, the review protocol of scientific studies, which consists of four stages: planning, research, selection and synthesis, was employed. Within the scope of the research, the studies indexed in the Web of Science (WOS) database were searched with the keywords "biomimicry", "biomimicry in education", and then the relevant studies were selected by scanning TRDizin, Wiley, Scopus databases. Additionally, the relevant postgraduate studies were scanned through the National Dissertation Center and ProQuest databases and were included in the review. Within the scope of research themes, all the related studies in the fields of Educational Sciences, Social Sciences, Education, Psychology and Sociology were included in the review. During the selection phase, the contents were evaluated and the studies suitable for the research purpose were determined in line with the elimination criteria. In the synthesis phase, the selected studies were evaluated in terms of their theoretical basis, aims, methods, findings, and limitations. The total number of studies included in the systematic review was determined as 16. The results of the study provide a perspective on the current status of the biomimicry approach in the field of social sciences, how it is conceptually defined, and the effects of this approach on responding to needs in the field of education and learning characteristics.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.006 | 0.019 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.001 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it