Biomimetics and Education in Europe: Challenges, Opportunities, and Variety

Article Biomimetics and Education in Europe: Challenges, Opportunities, and Variety

Olga Speck 1,2,* and Thomas Speck 1,2

1 Plant Biomechanics Group @ Botanic Garden Freiburg, University of Freiburg, D-79104 Freiburg, Germany; [email protected] 2 Cluster of Excellence livMatS @ FIT—Freiburg Center for Interactive Materials and Bioinspired Technologies, D-79110 Freiburg, Germany * Correspondence: [email protected]; Tel.: +49-761-203-2803

Abstract: Biomimetics is an interdisciplinary ﬁeld of science that deals with the analysis and systematic transfer of biological insights into technical applications. Moreover, the development of biomimetic products helps to improve our understanding of biological concept generators (reverse biomimetics). What does this mean for the education of kindergarten children, pupils, students, teachers, and others interested in biomimetics? The challenge of biomimetics is to have a solid knowledge base in the scientiﬁc disciplines involved and the competency to be open-minded enough to develop innovative solutions. This apparently contradictory combination ensures the transfer of knowledge from biology to engineering and vice versa on the basis of a common language that is perfectly understandable to everyone, e.g., the language of models, algorithms, and complete mathematical formulations. The opportunity within biomimetics is its ability to arouse student interest in technology via the fascination inherent in biological solutions and to awaken enthusiasm for living nature via the understanding of technology. Collaboration in working groups promotes professional, social, and personal skills. The variety of biomimetics is mirrored by the large number of educational modules developed with respect to existing biomimetic products and methods. Citation: Speck, O.; Speck, T. Biomimetics and Education in Keywords: Europe: Challenges, Opportunities, architecture; biomimetics; bioinspiration; education; equity; interdisciplinarity; training; and Variety. Biomimetics 2021, 6, 49. STEM = science; technology; engineering; mathematics https://doi.org/10.3390/ biomimetics6030049

Academic Editor: Jacquelyn K. Nagel 1. Introduction 1.1. Status Quo Received: 8 June 2021 The Corona pandemic has dramatically shown us the importance of the preparation Accepted: 3 August 2021 of teaching content in such a way that pupils and students can work on it themselves. Published: 4 August 2021 As practical courses with technical exercises are increasingly required to gain knowledge and associated skills, the situation within education becomes precarious. In this context, Publisher’s Note: MDPI stays neutral and even in regular university and school settings, experiments on biomimetics are partic- with regard to jurisdictional claims in ularly well suited to impart scientific and technical knowledge and thinking. A variety of published maps and institutional affil- experiments on biomimetics can be performed with everyday resources (e.g., bowl of water, iations. dishwashing liquid, plant leaves) and with simple safety precautions (e.g., safety goggles, apron, gloves). Another advantage of biomimetics is that findings from current research can be made rapidly available via simple practical experiments or thought experiments. Target groups for biomimetic modules include not only pupils and students, but also Copyright: © 2021 by the authors. kindergarten children, visitors to extracurricular places of learning (e.g., science centers, Licensee MDPI, Basel, Switzerland. zoological and botanical gardens), and lay people of all ages interested in biomimetics. This article is an open access article Biomimetic modules can be used in primary, secondary, and tertiary education, and also for distributed under the terms and lifelong learning. We present, in Table1, further background information concerning the conditions of the Creative Commons state of education and educational development in the OECD (=Organisation for Economic Attribution (CC BY) license (https:// creativecommons.org/licenses/by/ Co-operation and Development), in the EU (=European Communion), and in Germany, 4.0/). particularly with regard to the natural sciences and to engineering.

Biomimetics 2021, 6, 49. https://doi.org/10.3390/biomimetics6030049 https://www.mdpi.com/journal/biomimetics Biomimetics 2021, 6, 49 2 of 14

Table 1. Education in ﬁgures. Comparison of average values in the educational sector in the OECD (=Organisation for Economic Co-operation and Development), EU-28 (=28 member states of the European Communion until January 2020), and Germany [1,2].

Topic OECD EU-28 Germany Reference Expenditure on educational institutions in 2017 as 4.9% — 4.9% [1] Table C2.1 % of GDP (=Gross Domestic Product) Educational participation in 2018 14 years — 15 years [1] Table B1.1 Average class size for primary education in 2018 21.1 — 21.0 [1] Table D2.3 Average class size for secondary education in 2018 23.3 — 23.9 [1] Table D2.3 Graduates of tertiary education in 2018 in natural 5.5% — 9.1% [1] Table B5.2a sciences and mathematics Graduates of tertiary education in 2018 in 14.3% — 21.4% [1] Table B5.2a engineering 25- to 64-year-olds participating in lifelong learning — 11.3% 8.2% [1] Table A8-EU in 2019 PISA 2018: skills in reading 487 498 [2] PISA 2018: skills in mathematics 489 500 [2] PISA 2018: skills in natural sciences 489 503 [2]

The OECD’s Programme for International Student Assessment (PISA) is a worldwide study that measures the abilities of 15-year-olds to use their reading, mathematics, and science knowledge and skills to meet real-life challenges. PISA tries to be different from traditional assessments. Instead of measuring the knowledge that students can recognize, PISA assesses whether they “are able to extrapolate from what they know, think across the boundaries of subject-matter disciplines, apply their knowledge creatively in novel situations and demonstrate effective learning strategies.” [2], p. 3. Moreover, studies in recent years have shown that a strong social selectivity exists in the education systems of many countries [3,4]. Non-academic children are disadvantaged from elementary school to doctoral studies because of social selection. In Germany, the so- called “Bildungstrichter” (translated into English: “educational funnel”) means that 21 out of 100 children of non-academic parents start university, 15 out of 100 attain a bachelor’s degree, eight out of 100 earn a master’s degree, and one obtains a doctoral degree. In contrast, 74 out of 100 children of academics begin university, 63 out of 100 earn a bachelor’s degree, 45 out of 100 attain a master’s degree, and 10 out of 100 earn a doctoral degree [3]. Insufﬁcient learning support from the parental home leads to a threat to educational equity and equal opportunities for school-age children, a threat that is exacerbated in the Corona crisis by poor digital accessibility and a lack of contact with peers [5]. Apart from national education systems, education is a worldwide task that must be mastered internationally. UNICEF (=United Nations Children’s Emergency Fund) claims that all children have the right to go to school and learn, regardless of who they are, where they live, or how much money their family has. However, in 2018 worldwide 8.2% of primary-school-aged children, 15.6% of lower-secondary-aged children, and 35.2% of upper-secondary-aged youth were not in school at all [6]. The Global Education Coalition launched by UNESCO (=United Nations Educational, Scientiﬁc and Cultural Organization) brings together 175 members from the UN family, civil society, academia, and the private sector to ensure learning continuity. Since 1.5 billion students on Earth are affected by school and university closures due to the COVID-19 pandemic, UNESCO supports countries in their efforts to address learning losses and to adapt education systems [7]. Quality Education is one of the Sustainability Developmental Goals (SDG 4) established by the United Nations as part of the Agenda 2030. SDG 4 includes targets of free or equal access to quality education, lifelong learning opportunities, and education for sustainable development to be achieved by 2030 [8]. What conclusions can be drawn from the results of these various studies and programs? In order to ensure equity and equal opportunities in education, new educational Biomimetics 2021, 6, 49 3 of 14

content and educational standards have been established. Equity initiatives support STEM (=science, technology, engineering, and mathematics) programs throughout the educational chain. Since all areas of society are characterized by technical and scientific innovations and challenges requiring solutions, we need to participate professionally and socially in such interdisciplinary challenges. In recent years, the field of biomimetics, as a combination of biology and technology, has clearly been shown to make a significant contribution to education and training. Biomimetics is an interdisciplinary field of science that deals with the analysis and systematic transfer of biological insights into technical applications. Furthermore, in the process of reverse biomimetics, the development of biomimetic products might help to improve our understanding of biological models. Simple experiments facilitate access to independent working and train teamwork skills.

1.2. Motivation In the present publication, we wish to show the potential of biomimetics for various target groups such as kindergarten children, pupils, students, teachers, and others interested in biomimetics and bioinspiration. Based on successful biomimetic developments, we highlight the challenges of ﬁnding a compromise between knowledge-based and competence-based educational standards. We also suggest that student interest in technology can be aroused via a fascination inherent in biological solutions developed during evolution and that enthusiasm for living nature can be awakened through the understanding of technology. In addition, we present a variety of educational modules developed with respect to biomimetic products.

2. Challenges: Combining Knowledge and Competence In general, a distinction is made between knowledge-oriented and competence- oriented teaching and learning. Knowledge orientation is based on conventional curricula, is teacher-centered, and is a learning style with the goal of accumulating details (e.g., for- mula, vocabulary) that can be reproduced. Competence orientation, however, is based on educational standards, assessment, and evaluation, is student-centered, and is a learning style with the goal of acquiring skills (e.g., teamwork, communication, decision-making), appropriate attitudes, and an understanding of concepts in order to apply knowledge. In recent years, as a result of the unsatisfactory results of the PISA studies, a change in perspective has occurred from input-oriented (=knowledge-oriented) to output-oriented (=competence-oriented) thinking or, in other words, from “less details—but more competencies” [9]. In biomimetics, we need both knowledge and competencies. The development of a biomimetic product is a stepwise process. In an interdisciplinary approach, experts from various scientiﬁc ﬁelds (e.g., biology, chemistry, physics, mathematics, IT, design, architecture, engineering, materials sciences) analyze and systematically transfer biological insights into technical applications. In general, we distinguish between the biology push process (=biomimetic bottom-up approach), which starts with a biological research question, and the technology pull process (=biomimetic top-down approach), which starts with a question that formulates a technical challenge. After having selected a suitable biological model, the functional principle must be deciphered and translated into an engineering-compatible language. This abstraction step guarantees that not all details of the biological model are simply copied, but that only those elements of the biological model considered essential for the desired function(s) are assembled. Once the functional principle has been abstracted in the form of functional models, we can make construction plans, circuit diagrams, numerical models, analytical models, a demonstrator, and then a prototype. Ultimately, biomimetic products or methods can be produced for the market [10–12]. Figure1 shows both biomimetic approaches by means of well-known examples. Biomimetics 2021, 6, 49 4 of 14 Biomimetics 2021, 6, x FOR PEER REVIEW 5 of 16

FigureFigure 1. Biomimetic 1. Biomimetic approaches. approaches. (a) Biology(a) Biology push push process process (=biomimetic (=biomim bottom-upetic bottom-up approach) approach) of the of the bone-inspired concrete ceiling of the Old Zoology Lecture Hall at the University of Freiburg, bone-inspired concrete ceiling of the Old Zoology Lecture Hall at the University of Freiburg, Germany. Germany. (1) What makes bone a lightweight construction?; (2) trabeculae of the bone; (3) bone (1) What makes bone a lightweight construction?; (2) trabeculae of the bone; (3) bone trabeculae align trabeculae align with main forces; (4) model of the ceiling; (5) ceiling in construction (© Bruno withKrupp, main Freiburg forces; (4) and model University of the ceiling; Building (5) Authority ceiling in construction(Universitätsbauamt) (© Bruno Freiburg).; Krupp, Freiburg (6) ceiling and Universitydetail. (b Building) Technology Authority pull process (Universitätsbauamt) (=biomimetic Freiburg).;top-down (6)approach) ceiling detail.of the (façadeb) Technology shading pull processsystem (=biomimetic Fectofin®. (1) top-down How to approach)create a hinge-less of the façade motile shading shading system system?; Fectofin (2) perch®. (1) Howof the to bird-of- create a hinge-lessparadise flower; motile shading(3) torsional system?; buckling; (2) perch (4) finite of the element bird-of-paradise model (photo flower; courtesy: (3) torsional Simon buckling; (4)Schleicher); finite element (5) modelsimple (photo physical courtesy: model; (6) Simon façade Schleicher); shading system (5) simple Flectofin physical®. model; (6) façade shading system Flectofin®. Further biomimetic products developed in a biology push process are the self- cleaningFurther surfaces biomimetic that products bear the developedtrademark in Lotus-Effect a biology push® inspired process by are lotus the self-cleaningleaves [13], the surfaceshook-and-loop that bear fastener the trademark with the Lotus-Effect trademark Velcro® inspired® inspired by lotus by the leaves attachment [13], the system hook- of and-loophooks of fastener burdock with seeds the trademarkand dog fur Velcro [14],® andinspired the drag-reducing by the attachment riblet system films ofon hooks aircraft ofand burdock riblet seeds textiles and for dog swimming fur [14], andinspired the drag-reducing by sharkskin riblet[15]. Well-known films on aircraft biomimetic and ribletproducts textiles developed for swimming in a technology inspired by pull sharkskin process [15 are]. the Well-known façade shading biomimetic system products Flectofin® developedinspired inby a the technology movement pull of processthe perch are of the the façade bird-of-paradise shading system flower Flectofin [16], the® self-sealinginspired bycoating the movement for pneumatic of the perch systems of the of bird-of-paradise the Tensairity® flower technology [16], the inspired self-sealing by the coating wound ® forsealing pneumatic of the systems liana ofAristolochia the Tensairity macrophyllatechnology [17], inspiredand aircraft by the winglets wound inspired sealing ofby the bird lianawingsAristolochia [18]. macrophylla [17], and aircraft winglets inspired by bird wings [18]. KnowledgeKnowledge from from the naturalthe natural sciences sciences is a prerequisite is a prerequisite for understanding for understanding the biological the question,biological for selectingquestion, a for suitable selecting biological a suitable model, biological for performing model, for appropriate performing experiments, appropriate andexperiments, for discussing and the for results discussing in the the context results of in biomimetics. the context of Knowledge biomimetics. from Knowledge engineering from sciencesengineering is necessary sciences for is understanding necessary for the under technicalstanding challenge the technical and for transferringchallenge and the for transferring the results obtained into a technical product. Competencies such as

Biomimetics 2021, 6, 49 5 of 14

results obtained into a technical product. Competencies such as knowledge transfer and interdisciplinary thinking are needed to decipher the functional principle and to abstract it in the form of a common language understood by natural scientists and engineers. The two biomimetic approaches are suitable for promoting students’ understanding of innovation processes as systematic step-by-step procedures. Thus, they learn to think and act in a way that combines natural sciences and technology. Moreover, the development of biomimetic products improves their understanding of biological concept generators. Within this so-called process of reverse biomimetics, the functional principles and abstracted models (typically including ﬁnite element modeling) are repeatedly evaluated in iterative feed-back loops and compared with the biological models leading to a considerable gain in knowledge. Through the collaboration of scientists from different disciplines, biomimetics is a pathway to interdisciplinary knowledge and competencies.

3. Opportunities: Facilitated Access to Biology and Technology Biomimetics is highly suitable for teaching scientific and technical content in schools and universities for the following reasons. Since biomimetics is a new field, we have no need to fall back on traditions. On the contrary, new teaching content and modern topics can be offered in basic science subjects (e.g., biology and physics) or in newly created combina- tions of subjects. In 2007, for example, the State Baden-Württemberg, Germany, introduced into secondary schools the subject “Naturwissenschaft und Technik (=NwT = natural sciences and technology) in which biomimetics can make a significant contribution. As has become apparent in recent years, brand-new results from biomimetics are highly likely to be quickly transferred to educational modules for all target groups. Because of the high demand from teachers, we published an educational module for the biomimetic facade shading system Flectofin® while the R&D project was still running [16,19]. The study of biomimetic developments might arouse the interest of students in technology through the fascination inherent in biological solutions developed during evolution. Moreover, the enthusiasm of students for living nature might be awakened through an understanding of technology. Such an unorthodox entry into STEM subjects via biomimetics might reduce the reservations and fears that students have about quantitative biology (e.g., biomechanics, morphometrics) and technology (e.g., equations, figures). They can thus expand their understanding of technology (e.g., construction, function, production processes) and the basic sciences (e.g., biology, chemistry, physics, mathematics) and come to appreciate their importance in everyday life. Objects in our everyday life increasingly are based on models from living nature. We often do not realize this because no design language exists for biomimetic products. The presentation and developmental history of well-known examples such as the self-cleaning façade paint Lotusan®, the Velcro® fastener, or barbed wire can encourage students to learn more about them. Table2 presents the steps from a biological or technical question to a biomimetic product with respect to sev- eral educational modules that we have developed for various target groups, as shown in Table3. Biomimetics 2021, 6, 49 6 of 14 BiomimeticsBiomimeticsBiomimetics 2021 2021 2021,, 6,,, 6,xx ,6 FORFORx, xFOR FOR PEERPEER PEER PEER REVIEWREVIEW REVIEW REVIEW 7 7of 7 of16of 16 16 Biomimetics 2021, 6, x FOR PEER REVIEW 7 of 16 Biomimetics 2021, 6, x FOR PEER REVIEW 7 of 16

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Table 2. Description of the step-by-step development of selected biomimetic examples. Biomimetics 2021, 6, x FORTableTable PEER 2. Description 2.REVIEW Description of theof the step-by-step step-by-step developm developmentent of selectedof selected biomimetic biomimetic examples. examples. 7 of 16 TableTable 2. 2. Description Description of of the the step-by-step step-by-step developm developmentent of of selected selected biomimetic biomimetic examples. examples. Biomimetics 2021, 6, x FORTable PEER 2.REVIEW Description of the step-by-step development of selected biomimetic examples. 7 of 16 Biomimetic Biological Functional Biomimetic BiomimeticBiomimeticBiomimetic Question BiologicalBiologicalBiological FunctionalFunctionalFunctional Abstraction BiomimeticBiomimeticBiomimetic ApproachBiomimetic TableQuestionQuestionQuestion 2. Description of theModel step-by-stepBiological developmPrincipleFunctionalent of selected biomimeticAbstractionAbstractionAbstraction examples. Product/MethodBiomimetic BiomimeticsApproachApproachBiomimeticApproach 2021 , 6 , x FOR PEERQuestion REVIEW ModelBiologicalModelModel PrinciplePrincipleFunctionalPrinciple Abstraction Product/MethodProduct/MethodProduct/MethodBiomimetic7 of 16 Approach Question Model Principle Abstraction Product/Method BiomimeticApproach Table 2. Description of the Biologicalstep-by-stepModel developmFunctionalPrincipleent of selected biomimetic examples. Product/MethodBiomimetic TableQuestion 2. Description of the step-by-step development of selected biomimeticAbstraction examples. BiomimeticsApproach 2021, 6 , x FOR PEER REVIEW Model Principle Product/Method7 of 16 Biomimetic Biological Functional Biomimetic Question Abstraction BiomimeticApproach Table 2. Description of the Biologicalstep-by-stepModel developmFunctionalPrincipleent of selected biomimetic examples. Product/MethodBiomimetic Question Abstraction Approach Model Principle Product/Method Biomimetic Biological Functional 1. Micro-1. Micro- and and nano- nano- Biomimetic Table Question2. Description of the step-by-step development of selected biomimetic1.1. Micro- Micro-Abstraction and and examples. nano- nano- Approach Model WaterWaterWater repellency:Principle repellency: repellency: 1.1. Micro- Micro- andand nano-nano- Product/Method WaterWater repellency: repellency: roughroughrough surface surface surface BiologyBiologyBiology push push push waterwaterwater contact contact contact roughrough surface surface BiologyBiomimeticBiology push WhatWhatWhat makes makes makesmakes self- self- self- Biological waterwaterFunctional contact contact 2.1. 2.Hydrophobic 2.Micro- roughHydrophobic Hydrophobic andsurface nano- Biomimetic (Bottom-up(Bottom-upBiology(Bottom-up push WhatQuestion makes self- PlantPlantPlant leaves leaves leaves angleangleWateranglewater > 170°> repellency:> 170° contact170°◦ and and and 2.2. 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Surfacesurface tension of Lotus-Effect®® approach) contactdroplet area≈ 0.6% of roughwaterwaterwater surface Lotus-EffectLotus-Effect Biology push What makes self- water contact 2. Hydrophobicwaterwater (Bottom-up What makes self- Plant leaves angle > 170° and 3.1. 2.SurfaceMicro- Hydrophobic andtension nano- of Lotus-Effect® (Bottom-up cleaning leaves? Plant leaves ReversibleWaterReversibleangleReversibledroplet >repellency: 170° ≈and 0.6%and andand 1. 1.Hook1. Hook Hook surfacetape tape tape with with with BiologyBiologyBiologyapproach) push push push cleaning leaves? BurdockBurdockBurdock seeds seeds seeds ReversibleReversiblecontact area and and of 1. roughHooksurfacewater tapesurface with Biology push HowHowHow do do doburrs burrs burrs stick stick stick to to to Burdock seeds randomrandomrandomwater attachment: attachment: attachment: contact 1.3.thick HookSurfacethickthick hooks tapehooks hookstension with of ® Biology(Bottom-up(Bottom-upBiology(Bottom-upapproach) push push HowHowWhat do do makesburrs burrs stick self- togethertotogether BurdocktogetherBurdock with with with seeds animal seeds animal animal randomrandomcontactdroplet attach-attachment: area≈ 0.6% of 1. 2.Micro- thickHydrophobic andhooks nano- Lotus-Effect (Bottom-up Howanimalanimal animaldo burrs fur? fur? fur? stick to togetherPlant with leaves animal elastic elasticelasticrandomWaterangleReversible hooks hooks hooks repellency:> attachment: 170° cling cling clingand and to to to 2. 3. 2.Loop1.2. SurfaceLoopthick HookLoopthick tapewater tape hooks tapehookstension with with with of Lotus-Effect® (Bottom-upapproach)Biologyapproach)(Bottom-upapproach) push stickcleaninganimal to animal leaves? fur? togethertogetherBurdockfurfur withfur with seeds animal elasticment:elasticdroplet hooks ≈ 0.6% cling to 2.rough Loopsurface tapesurface with approach) How animaldo burrs fur? stick to fur elasticrandom hooks attachment: cling to 2.2. Loop Loopthickwater tape tapehooks withwith Biologyapproach) push fur furfurcontactwaterfur or or fabricsor fabrics contactfabrics area of manymanymany small small small loops loops loops ® ®® approach)(Bottom-up Whatfur? makes self- togetheranimal with fur animal hooksReversiblefur clingor fabrics toand 3.1.many 2.Surface Hook Hydrophobic small tape tension loops with of VelcroVelcroVelcro ® ® Biology(Bottom-up push animal fur? BurdockPlant leaves seeds elasticangledropletfur hooks or> 170°fabrics ≈ 0.6%cling and to many2.many Loop small small tape loopsloops with Lotus-EffectVelcro® approach) How do burrs stick to fur randomfurReversible or fabrics attachment: and 1. Hookthick tapehooks with Velcro® Biology push cleaning leaves? Burdock seeds CylinderCylinderCylinderfur surrounded or surrounded surrounded fabrics Fiber FiberFibermany angle angle surfaceangle watersmall < 54.7°:< < 54.7°:loops 54.7°: Velcro TechnologyTechnologyTechnology(Bottom-upapproach) pull pull pull How do burrs stick to together with animal Cylinderrandomcontact attachment: surrounded area of Fiberthick angle hooks < 54.7°: Velcro® animal fur? Cylinderelastic hooks surrounded cling to 3.Fiber2. Surface Loop angle tape tension < 54.7°:with of ® Technology(Bottom-upapproach) pull together withfur animal byby byspirallyCylinderReversible spirally spirally netted netted netted and pressure-tightpressure-tightpressure-tight1. 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Table 2. Description of the step-by-step development of selected biomimetic examples. Table 2. Description of the step-by-step development of selected biomimetic examples. Biomimetic Biological Functional Biomimetic Biomimetic Question Biological Functional Abstraction Biomimetic Approach Question Model Principle Abstraction Product/Method Approach Model Principle Product/Method

1. Micro- and nano- Water repellency: 1. Micro- and nano- Water repellency: rough surface Biology push water contact rough surface Biology push What makes self- water contact 2. Hydrophobic (Bottom-up What makes self- Plant leaves angle > 170° and 2. Hydrophobic (Bottom-up cleaning leaves? Plant leaves angle > 170° and surface approach) cleaning leaves? contact area of surface approach) contact area of 3. Surface tension of Lotus-Effect® droplet ≈ 0.6% 3. Surface tension of ® droplet ≈ 0.6% water Lotus-Effect water Reversible and 1. Hook tape with Biology push Burdock seeds Reversible and 1. Hook tape with Biology push How do burrs stick to Burdock seeds random attachment: thick hooks (Bottom-up How do burrs stick to together with animal random attachment: thick hooks (Bottom-up animal fur? together with animal elastic hooks cling to 2. Loop tape with approach) animal fur? fur elastic hooks cling to 2. Loop tape with approach) fur fur or fabrics many small loops ® fur or fabrics many small loops Velcro Velcro® Cylinder surrounded Fiber angle < 54.7°: Technology pull Cylinder surrounded Fiber angle < 54.7°: Technology pull by spirally netted pressure-tight hose (Top-down How to lift a mass? Skeletal muscle by spirally netted pressure-tight hose (Top-down How to lift a mass? Skeletal muscle fibers with variable shortens when filled approach) fibers with variable shortens when filled approach) fiber angle with compressed air Fluidic muscle fiber angle with compressed air Fluidic muscle Isosceles acute- angledIsosceles triangle acute- of Biology push How does a fish fin twoangled bending triangle flexible of Biology push How does a fish fin Self-adaptive two bending flexible (Bottom-up generate propulsion Fish fin Self-adaptive longitudinal struts (Bottom-up generate propulsion Fish fin shape longitudinal struts approach) force? shape and flexibly

approach) force? connectedand flexibly cross FinRay Effect FinRay Effect connectedstruts cross struts Biology push What makes bone a Bone trabeculae 1:20 model, stress Biology push What makes bone a Internal bone Bone trabeculae 1:20 model, stress (Bottom-up lightweight Internal bone along the main force tests analyzed with (Bottom-up lightweight structure along the main force tests analyzed with approach) construction? structure lines photoelasticity approach) construction? lines photoelasticity Lightweight ceiling Lightweight ceiling Internal polyurethane Technology pull How to quickly seal a Self-sealing cells Internal polyurethane Technology pull How to quickly seal a Wound sealing in Self-sealing cells foam coating with (Top-down leak in a pneumatic Wound sealing in squeeze into the foam coating with (Top-down leak in a pneumatic liana stems squeeze into the closed pores rapidly Biomimeticsapproach)2021, 6, 49 system? liana stems rupture closed pores rapidly 7 of 14 approach) system? rupture seals fissures seals fissures Self-sealing cells Self-sealing cells Hydraulically and Hydraulically and Biology push How do external Table 2. mechanicallyCont. driven Biology push How do external Wound sealing in mechanically driven Polymer with shape- (Bottom-up cracks seal in Wound sealing in leaf deformation until Polymer with shape- (Bottom-up cracks seal in succulent leaves leaf deformation until memory effect Biomimeticapproach) succulent leaves? Biologicalsucculent leaves Functionalthe wound edges memory effect Biomimetic approach) succulentQuestion leaves? the wound edges Abstraction Self-sealing by Approach Model Principlemeet Product/MethodSelf-sealing by meet deformation deformation Technology Technology pull HowHow to createto create a a MovementMovement of of the the Technologypull pull How to create a Movement of the Torsional FiniteFinite element element (Top-down hinge-lesshinge-less flapping perchperch of Strelitziaof Strelitzia Torsional buckling Finite element (Top-down(Top-down hinge-less flapping perch of Strelitzia Torsionalbuckling buckling modelingmodeling approach) flappingsystem? system? flowersflowers modeling approach)approach) system? flowers Flectofin® FlectofinFlectofin® Reinforcement of highlyReinforcement stressed outer of Technology pull Trees respond to highly stressed outer Technology pull How to optimize Growth processes of Trees respond to Reinforcementareas of components of (Top-down notches through Technology Hownotch to shapes? optimize Growthtrees processes of untilareashighly a of shape components stressed without (Top-down Treesnotches respond through to Tensile triangles, approach)pull Hownotch to optimize shapes? Growthtrees adaptive growth untilouter a shape areas without of approach) notchesadaptive through growth stress peaks is TensileComputerTensile triangles, Aided (Top-down notch shapes? processes of trees componentsstress peaks until is a adaptive growth obtained ComputerOptimizationtriangles, Aided approach) shape withoutobtained stress Biomimetics 2021, 6, x FOR PEER REVIEW OptimizationComputer8 of 16 peaks is obtained Biomimetics 2021, 6, x FOR PEER REVIEW Aided 8 of 16 Biomimetics 2021, 6, x FOR PEER REVIEW Optimization8 of 16 Biomimetics Biomimetics 2021 2021, ,6 6, ,x x FOR FOR PEER PEER REVIEW REVIEW 88 ofof 1616

Creating a AdaptationAdaptation to new Creating a Technology pull How to create lightweight design How to create GrowthGrowth processes in loadsnew loadsby building by up lightweightCreating design a (Top-downpull lightweight Adaptation to new throughCreating removal a of Technology pull lightweightHow to create processesbones in buildingAdaptationand removing up to and new bone throughlightweightCreatingCreating removal a designa of Technology(Top-downapproach) pull Howstructures? to create Growth processes in AdaptationAdaptationloads by building to to new new up lightweightnon-load-bearing design TechnologyTechnology(Top-down pull pull Howstructures?Howlightweight to to create create Growthbones processes in loadsremoving bymaterial building bone up lightweightnon-load-bearinglightweightthrough removal design design of approach)(Top-down lightweight GrowthGrowth processes processesbones in in loadsloadsand by byremoving building building bone up up through removalareas of SoftSoft Kill KillOption (Top-down(Top-downapproach) lightweightlightweightstructures? bones and materialremoving bone throughthroughnon-load-bearingareas removal removal of of approach) structures? bonesbones andand removing removingmaterial bone bone non-load-bearing SoftOption Kill Option approach)approach) structures?structures? material non-load-bearingnon-load-bearingareas Soft Kill Option How to find the Reproduction,materialmaterial areas Technology pull Population-basedareas SoftSoft Kill Kill Option Option optimal solution Evolutionary mutation, areas Technology(Top-down HowHow to ﬁndto find the the Reproduction,Reproduction, optimization Technology pull withoutHow to knowingfind the the concepts recombinationReproduction, and Population-basedPopulation-based Technologyapproach)pull pull optimalHowHowoptimal to to solutionfind find solution the the EvolutionaryEvolutionary Reproduction,Reproduction,mutation,mutation, Population-basedalgorithms TechnologyTechnology(Top-down pull pull optimaltarget? solution Evolutionary mutation,selection Population-basedPopulation-basedoptimizationoptimization Evolutionary (Top-down withoutoptimal knowing solution the Evolutionaryconcepts recombinationmutation, and optimization (Top-downapproach) withoutoptimal knowing solution Evolutionaryconcepts recombinationmutation, algorithms (Top-down(Top-down without knowing the concepts recombination and optimizationoptimizationalgorithmsalgorithms Evolutionary approach)approach) withoutwithoutthe target?knowing target?knowing the the conceptsconcepts recombinationrecombinationand selectionselection and and algorithms Evolutionary approach)approach) target? selection algorithmsalgorithms Evolutionary target? selection EvolutionaryEvolutionaryalgorithms Table 3. Educational modulestarget? of well-known biomimetic productsselection and methods developed for various targetalgorithmsalgorithms groups. All algorithmsalgorithms modules have instructions for and evaluations of the experiments, model solutions, and explanations (abbreviated as Table 3. Educational modules of well-known biomimetic products and methods developed for various target groups. All Table“Hands-on 3. Educational experiments”). modules of well-known biomimetic products and methods developed for various target groups. All Tablemodules 3. Educational have instructions modules for of and well-known evaluations biomimetic of the experi productsments, and model methods solutions, developed and for explanations various target (abbreviated groups. All as Tablemodules 3. Educational have instructions modules for of and well-known evaluations biomimetic of the experi productsments, and model methods solutions, developed and forexplanations various target (abbreviated groups. All as modules“Hands-on have experiments”). instructions for and evaluations of the experiments,experiments, model solutions, and explanations (abbreviated as modules“Hands-on have experiments”). instructionsBiomimetic for and evaluations of the experiments, model solutions, and explanations (abbreviated as “Hands-on“Hands-on experiments”). experiments”).experiments”). Educational Target Language Pictogram BiomimeticProduct or Brief Description Content Biomimetic EducationalModule GroupTarget [Reference]Language Pictogram BiomimeticBiomimeticBiomimeticProductMethod or Educational Brief Description Content Target Language Pictogram Product or EducationalEducationalEducationalModule Brief Description Content TargetTargetTargetGroup LanguageLanguageLanguage[Reference] PictogramPictogram ProductProductMethod or or Module BriefBrief Description Description Content Content Group [Reference]German Pictogram Product or Module BriefSelf-cleaning Description Content Group [Reference] Method Self-cleaningModuleModule Hands-on GroupGroup [Reference][Reference][20] MethodMethodMethod ® German Lotus-Effect functionSelf-cleaning of various Pupils German Self-cleaningleaf surfaces Self-cleaning experimentsHands-on GermanGermanGerman,[20] Lotus-Effect® Self-cleaning functionSelf-cleaningSelf-cleaningplant ofleaves various Hands-on Pupils German[20] [20] Lotus-Effect® Self-cleaningSelf-cleaningSelf-cleaningleaf surfacesSelf-cleaning function of function various Hands-onHands-onexperimentsHands-on Pupils EnglishGerman,[20][20] [21] Lotus-EffectLotus-EffectLotus-Effect® ®® leaf surfaces functionfunctionplant of of leavesvarious various experiments PupilsPupilsPupils German, leaf surfacesleaf surfacesof variousplant plant leaves leaves experimentsexperiments German,German leaf surfaces experiments EnglishGerman,English [21 [21] ] Wettability of plantShapeplant leaves leavesof water Hands-on English[20] [21] ® EnglishEnglishGerman [21] [21] Lotus-Effect Pupils German Wettabilitysurfaces of Shapedroplets of water experimentsHands-on GermanGermanGerman,[20] ® Wettability of Shape of water Hands-on [20] Lotus-Effect® Pupils GermanEnglish [ 20[21]] Lotus-Effect WettabilityWettabilityWettabilitysurfaces of of of ShapeShapeShape ofdroplets of waterof water water Hands-onHands-onexperimentsHands-on Pupils German,[20][20] Lotus-EffectLotus-EffectLotus-Effect® ®® surfaces droplets experiments PupilsPupilsPupils German, surfacessurfacessurfaces Effectsdropletsdropletsdroplets of damage toexperiments experimentsexperiments German,EnglishGerman, [21] English [[21]21] the surface German Damage of the Effects of damage to EnglishEnglish [21] [21] Effectsproperties of damage and to Hands-on [20] Lotus-Effect® self-cleaningEffects EffectsEffects ofthe of damageof damage surfacedamage to to to Pupils German Damage of the destructionthe surface of the experiments GermanGerman, DamageDamage of the of thethe surfacethepropertiesthe surface propertiessurface and Hands-on GermanGermanGerman[20] [20 ] Lotus-Effect® DamageDamageself-cleaningeffect of of the the properties and Hands-onHands-on Pupils [20] Lotus-EffectLotus-Effect® ® self-cleaningself-cleaningand destructionpropertiessurfacedestructionproperties tension ofand and of the the of Hands-onexperimentsHands-on PupilsPupils EnglishGerman,German,[20][20] [21] Lotus-EffectLotus-Effect®® self-cleaningself-cleaningeffect destruction of the experimentsexperiments PupilsPupils German, effecteffect surfacedestructiondestructionsurface tensionwater tension of of of the the of experimentsexperiments EnglishGerman,EnglishGerman, [21 [21] ] effecteffect surface tension of English [21] Self-cleaning surfacesurfaceProductionwater tensionwater tension of ofself- of EnglishEnglish [21] [21] water Hands-on German, ® water Lotus-Effect Self-cleaningtechnical Productioncleaningwater glass of self-and Pupils Self-cleaning Production of self- experimentsHands-on EnglishGerman, [21] Lotus-Effect® Self-cleaningSelf-cleaningtechnicalsurfaces ProductionProductioncleaningpaper surfaces glass of of self- self- and Hands-on Pupils German, Lotus-Effect® technical cleaning glass and Hands-onexperimentsHands-on Pupils German,EnglishGerman, [21] Lotus-EffectLotus-Effect®® technicaltechnicalsurfaces cleaningcleaningpaper glass glasssurfaces and and experiments PupilsPupils English [21] surfaces paperConstruction surfaces of a experimentsexperimentsBuilding EnglishEnglish [21] [21] surfaces paper surfaces German ® surfaces paper surfaces Velcro Velcro target targetConstruction with various of a instruction,Building Pupils Construction of a Building German[22] Velcro® Velcro target ConstructionConstructiontarget fabricswith various of of a a BuildingVelcroinstruction,Building quiz Pupils German Velcro® Velcro target target with various instruction, Pupils GermanGerman[22] VelcroVelcro®® VelcroVelcro target target targettargetPull-off with withfabrics various testsvarious in instruction,instruction,Velcro quiz PupilsPupils [22] fabrics Velcro quiz [22][22] Application of differentfabricsfabrics directions VelcroHands-onVelcro quiz quiz German, ® Pull-off tests in Velcro Pull-off tests in Pupils Applicationweight of differentPull-offPull-offof the hook-and- tests testsdirections in in experimentsHands-on EnglishGerman, [21] Velcro® Application of different directions Hands-on Pupils German, Velcro® ApplicationApplicationweight of of differentdifferentofloop the directionshook-and- fastenerdirections Hands-onHands-onexperiments Pupils German,EnglishGerman, [21] VelcroVelcro®® weight of the hook-andexperiments PupilsPupils English [21] weightweight ofofComparison the theloop hook-and- hook-and- fastener of the experimentsexperiments EnglishEnglish [21] [21] loop fastener Movement FluidicComparisonlooploop fastener fastenerMuscle of andthe Hands-on German, Fluidic muscle Comparison of the Pupils Movementquality ComparisonComparisonFluidica double-acting Muscle of of the the and experimentsHands-on EnglishGerman, [21] Fluidic muscle Movement Fluidic Muscle and Hands-on Pupils German, Fluidic muscle MovementMovementquality FluidicFluidica double-acting cylinderMuscle Muscle and and Hands-onexperimentsHands-on Pupils German,EnglishGerman, [21] FluidicFluidic muscle muscle quality a double-acting experiments PupilsPupils English [21] qualityquality aa double-acting double-actingcylinder experimentsexperimentsBuilding EnglishEnglish [21] [21] Liftingcylinder a weight Kindergart Bio-inspired cylindercylinder instructions,Building German Balloon muscle withLifting balloon, a weight net Building Kindergarten Bio-inspiredactuator Lifting a weight Buildinginstructions,Buildinghands-on Kindergart German[23] Balloon muscle Bio-inspired LiftingLiftingwithand balloon, acable a weight weight ties net instructions, KindergartKindergartchildrenen German Balloon muscle Bio-inspiredBio-inspiredactuator with balloon, net instructions,instructions,experimentshands-on en GermanGerman[23] BalloonBalloon muscle muscle actuator withwithand balloon, balloon, cable tiesnet net hands-on childrenenen [23] actuatoractuator and cable ties hands-onexperimentshands-on children [23][23] andand cable cable ties ties experiments childrenchildren experimentsexperiments

Biomimetics 2021, 6, x FOR PEER REVIEW 8 of 16 Biomimetics 2021, 6, x FOR PEER REVIEW 8 of 16 BiomimeticsBiomimetics 20212021,, 66,, xx FORFOR PEERPEER REVIEWREVIEW 88 ofof 1616

Creating a Adaptation to new Creating a Technology pull How to create Adaptation to new lightweightCreating design a Technology pull How to create Growth processes in loadsAdaptation by building to new up lightweight design Technology(Top-down pull Howlightweight to create Growth processes in loads by building up throughlightweightlightweight removal designdesign of (Top-down lightweight Growthbones processes in loadsloadsand removing byby buildingbuilding bone upup through removal of (Top-down(Top-downapproach) lightweightlightweightstructures? bones and removing bone throughthroughnon-load-bearing removalremoval ofof approach) structures? bones andand removingremovingmaterial bonebone non-load-bearing approach)approach) structures?structures? material non-load-bearingareas Soft Kill Option material areas Soft Kill Option areasareas Soft Kill Option How to find the Reproduction, Technology pull How to find the Reproduction, Population-based Technology pull optimalHow to findsolution the Evolutionary Reproduction,mutation, Population-based Technology(Top-down pull optimal solution Evolutionary mutation, Population-basedoptimization (Top-down withoutoptimal knowing solution the Evolutionaryconcepts recombinationmutation, and optimization (Top-down(Top-downapproach) without knowing the concepts recombination and optimizationalgorithms approach) withouttarget? knowing the conceptsconcepts recombinationrecombinationselection andand algorithms Evolutionary approach)approach) target? selection algorithmsalgorithms Evolutionary target?target? selectionselection Evolutionaryalgorithms algorithms algorithmsalgorithms Table 3. Educational modules of well-known biomimetic products and methods developed for various target groups. All Table 3. Educational modules of well-known biomimetic products and methods developed for various target groups. All Tablemodules 3. Educational have instructions modules for of and well-known evaluations biomimetic of the experi productsments, andand model methodsmethods solutions, developeddeveloped and forexplanationsfor variousvarious targettarget (abbreviated groups.groups. All Allas modules have instructions for and evaluations of the experiments, model solutions, and explanations (abbreviated as modules“Hands-on have experiments”). instructions for and evaluations of the experiments, model solutions, and explanations (abbreviated as “Hands-on experiments”). “Hands-on“Hands-on experiments”).experiments”). Biomimetic Biomimetic Educational Target Language Pictogram Product or Educational Brief Description Content Target Language Pictogram Product or Module Brief Description Content Group [Reference] Method Module Group [Reference][Reference] Method Method German Self-cleaning German Self-cleaning Self-cleaning Hands-on German[20] ® Self-cleaning Self-cleaning Hands-on [20] Lotus-Effect® Self-cleaning function of various Hands-on Pupils [20][20] Lotus-Effect®® leaf surfaces function of various experiments Pupils German, Lotus-Effect leaf surfaces functionfunction ofof variousvarious experiments Pupils German, leafleaf surfacessurfaces plant leaves experimentsexperiments German, plant leaves English [21] English [21] EnglishGerman [21] German Wettability of Shape of water Hands-on German[20] ® Wettability of Shape of water Hands-on [20] Lotus-Effect® Wettability of Shape of water Hands-on Pupils [20][20] Lotus-Effect®® surfaces droplets experiments Pupils German, Biomimetics 2021, 6, 49 Lotus-Effect surfaces droplets experiments Pupils German,8 of 14 surfacessurfaces droplets experimentsexperiments German, English [21] English [21] Effects of damage to English [21] Effects of damage to Effectsthe of surface damage to German Damage of the Tablethe 3. Cont. surface German Damage of the propertiesthethe surfacesurface and Hands-on German[20] Lotus-Effect® Damageself-cleaning of the properties and Hands-on Pupils [20] Lotus-Effect® self-cleaning properties and Hands-on Pupils [20][20] BiomimeticLotus-Effect®® self-cleaningself-cleaning destruction of the experiments Pupils German, Educationaleffect destruction of the experimentsexperiments Target LanguageGerman, Pictogram Product or effecteffect Briefsurface Description tension of Content English [21] Moduleeffecteffect surface tension of Group English[Reference] [21] Method surfacesurfacewater tensiontension ofof English [21] water Self-cleaningSelf-cleaning Production of self- Self-cleaning Production of self- Hands-onHands-on German,German, Lotus-Effect® ® Self-cleaningtechnical Productioncleaning glass of self-and Hands-on Pupils German, Lotus-EffectLotus-Effect® technicaltechnical self-cleaningcleaning glass and Hands-on PupilsPupils German, Lotus-Effect®® technicaltechnical cleaningcleaning glassglass andand experimentsexperiments Pupils English [21] [21] surfacessurfaces paperpaper surfaces surfaces experimentsexperiments English [21] surfacessurfaces paper surfaces surfacessurfaces paper surfaces Construction of a Building ConstructionConstruction of of a a BuildingBuilding German ® Construction of a Building German Velcro® ® Velcro target target with various instruction, Pupils German VelcroVelcro®® VelcroVelcro target target targettarget with with various various instruction,instruction, PupilsPupils German[22] [22] Velcro Velcro target targettarget fabricswithwith variousvarious instruction,Velcroinstruction, quiz Pupils [22] fabricsfabrics VelcroVelcro quiz quiz [22][22] fabricsfabrics Velcro quiz Pull-off tests in Pull-off tests in Application of Pull-offdifferentPull-off tests directions tests in in Hands-on German, ® Application of different directions Hands-on German, Velcro® ApplicationApplication of ofdifferent different directions directions of Hands-onHands-on Pupils German,German, Velcro® ®® weight of the hook-andexperiments Pupils English [21] VelcroVelcro weight of the hook-andexperiments PupilsPupils English [21] weightweight theof hook-and-loop the hook-and- experimentsexperimentsexperiments EnglishEnglish [21] [21] loop fastener looploopfastener fastenerfastener Comparisonlooploop fastenerfastener of the Comparison of the Movement FluidicComparison Muscle of andthe Hands-on German, Fluidic muscle Movement ComparisonFluidic Muscle of the and Hands-on Pupils German, FluidicFluidic muscle MovementMovementquality Fluidica double-acting Muscle and Hands-onexperimentsHands-on Pupils EnglishGerman,German, [21] Fluidic muscle quality Fluidica double-acting Muscle and a experiments PupilsPupils English [21] muscle qualityquality a double-acting experimentsexperimentsexperiments EnglishEnglish [21] [21] double-actingcylinder cylinder cylindercylinder cylindercylinder Building Building Biomimetics 2021,, 6,, xx FORFOR PEERPEER REVIEWREVIEW Lifting a weight Building Kindergart 9 of 16 BiomimeticsBiomimetics 2021 2021, ,6 6, ,x x FOR FOR PEER PEER REVIEW REVIEW Bio-inspired Lifting a weight Buildinginstructions, Kindergart German99 ofof 1616 Balloon muscle Bio-inspired LiftingwithLifting a weightballoon, a weight with net instructions, Kindergarten German Biomimetics 2021, 6, x FORBalloonBalloon PEER REVIEW muscle Bio-inspiredBio-inspiredactuator with balloon, net instructions,instructions,instructions,hands-on Kindergarten en German[23]9 of 16 Balloon muscle actuator balloon,with net balloon, and cable net hands-on enen German[23] [23] muscle actuatoractuator and cable ties hands-onhands-on childrenchildren [23][23] andties cable ties experiments childrenchildren experimentsexperimentsexperiments Building Linear and curved Building Plant-inspired Linear and curved Buildinginstructions,instructions,Building Pupils, Meshed actuator Plant-inspired Linearmesh and curved instructions, Pupils, English [24] MeshedMeshed actuatorPlant-inspired Plant-inspiredactuator Linear andmesh curved instructions,instructions,hands-on Pupils,studentsPupils, English [24] Meshed actuator actuator demonstratorsmesh hands-on students English [24] [24] actuator actuatoractuator meshdemonstratorsdemonstrators demonstrators hands-onexperimentshands-on studentsstudents actuator experimentsexperimentshands-on students demonstrators experiments experimentsBuilding Comparison of Building Self-adapting Comparison of Buildinginstruction,instruction,Building German, FinRay Effect Self-adapting shape-adjustmentComparisonComparison of of of instruction, Pupils German, FinRay Effect Self-adaptingSelf-adaptinggripper shape-adjustment of instruction,instruction,hands-on Pupils EnglishGerman,German, [21] FinRayFinRay Effect Effect gripper shape-adjustmentshape-adjustmentvarious grippers of of hands-on PupilsPupils English [21] grippergripper various grippers hands-onexperimentshands-on English [21] [21] variousvarious grippers grippers experiments experimentsexperiments German experiments GermanGerman German[25], Construction along Photoelasticity German[25], [25], Lightweight Bone-inspired Construction along Photoelasticity,Photoelasticity English[25], LightweightLightweight Bone-inspired Bone-inspiredConstruction Constructionthethe mainmain along forceforce along the Photoelasticity,, hands-onhands-on Pupils EnglishEnglish Sup- Lightweightceiling Bone-inspiredceiling the main force hands-on, hands-on PupilsPupils supplementEnglish ceilingceiling ceilingceiling main forcethetrajectoriestrajectories main trajectories force experiments, hands-on Pupils supplementplementary ceiling ceiling trajectories experimentsexperiments arysupplement material trajectories experiments aryMaterial material S1 ary materialS1 ary materialS1S1 Self- S1 Self-repairing repairingSelf-repairingWound Wound repair repair Hands-onHands-on German Self-repairingmaterials Wound repair Self-sealingSelf-sealing cells cells Hands-on PupilsPupils GermanGerman [26 ] materialsmaterials inWound plantsinin plantsplants repair Self-sealing cells experimentsexperimentsHands-on Pupils German[26] systemsmaterialssystems in plants Self-sealing cells experiments Pupils [26] systems in plants experiments [26] systems Building Strelitzia Hinge-less BuildingBuildingBuilding StrelitziaStrelitziaStrelitzia Hinge-lessHinge-lessHinge-less movement instructions, Pupils, German ® instructions,Building Pupils, German Flectofin® ® flower meets movement in plants instructions,instructions,instructions, Pupils,Pupils,Pupils, GermanGerman FlectoﬁnFlectofin®® ﬂowerflowerStrelitzia meets meets movementin plantsHinge-less and in plants German [19] Flectofin flower meets movement in plants hands-oninstructions,hands-on studentsstudentsPupils, German[19] Flectofin® architectureflowerarchitecture meets movementandtechnology technology in plants hands-on students [19] architecture and technology experimentsexperimentshands-on students [19] architecture and technology experiments Folding in experiments FoldingFoldingFolding in inin experiments nature and 2D- and 3D-shapes TemplatesTemplates for naturenatureFolding and and in 2D-2D- and and 3D-shapes 3D-shapes of Templates for nature and 2D- and 3D-shapes forTemplates paper for Pupils,Pupils, German FoldingsFoldings technologytechnologytechnologynature and basicof2D- basic and patterns patterns 3D-shapes of of paperTemplates folding for Pupils, GermanGerman [27 ] Foldings technology of basic patterns of foldingpaper foldingstudents studentsPupils, German[27] Foldings developeddevelopedtechnology in in of basicfoldingfolding patterns of papermodels folding students [27] developed in folding modelsmodels students [27] paralleldevelopedparallel in folding models developedparallelparallel in folding models parallel Building parallel BuildingBuilding Self-actuated instructionsinstructionsBuilding Self-actuated Spatially complex instructions Pupils, Plant motions 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experimentEvoBrach, Evolutionary Brachistochro Marble run with a EvoBrach, German Evolutionary Brachistochrone problem Marblecurve ofrun fastest with a EvoBrach,building Students German Evolutionaryalgorithms ne problem curve of fastest building Students German[29] algorithms ne problem curvedescent of fastest instruction,instruction,building Students [29] algorithms descent instruction, [29] descent instruction,hands-on descent instruction,hands-onhands-on experimentshands-on experimentsexperimentshands-on experiments Optimization Packaging 1 liter of Evolutionary Optimization Packaging 1 liter of Hands-on German Evolutionary Optimizationof a milk Packagingmilk with 1as liter little of Hands-on Students German Evolutionaryalgorithm of a milk milk with as little experimentsHands-on Students German[30] algorithm ofcarton a milk materialmilk with as possibleas little experiments Students [30] algorithm carton material as possible experiments [30] carton material as possible Guided Guided 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Building Linear and curved Building Plant-inspired Linear and curved instructions,Building Pupils, Meshed actuator Plant-inspired Linearmesh and curved instructions,instructions, Pupils, English [24] Meshed actuator Plant-inspiredactuator mesh instructions,hands-on studentsPupils, English [24] Meshed actuator actuator demonstratorsmesh hands-on studentsstudents English [24] actuator demonstrators experimentshands-on students demonstrators experimentsexperiments experimentsBuilding Comparison of Building Self-adapting Comparison of instruction,Building German, FinRay Effect Self-adapting shape-adjustmentComparison of of instruction,instruction, Pupils German, FinRay Effect Self-adaptinggripper shape-adjustmentshape-adjustment ofof instruction,hands-on Pupils EnglishGerman, [21] FinRay Effect gripper shape-adjustmentvarious grippers of hands-on Pupils English [21] gripper various grippers experimentshands-on English [21] various grippers experimentsexperiments experiments German German German[25], Construction along Photoelasticity [25],[25], Lightweight Bone-inspired Construction along Photoelasticity English[25], Lightweight Bone-inspired Constructionthe main force along Photoelasticity, hands-on Pupils English Lightweightceiling Bone-inspiredceiling thethe mainmain forceforce ,, hands-onhands-on Pupils supplementEnglish ceilingceiling ceilingceiling thetrajectories main force experiments, hands-on Pupils supplementsupplement ceiling ceiling trajectoriestrajectories experimentsexperiments arysupplement material trajectories experiments ary material ary materialS1 S1 Self-repairing S1 Self-repairing Wound repair Hands-on German Self-repairingmaterials Wound repair Self-sealing cells Hands-on Pupils German materials Woundin plants repair Self-sealing cells experimentsHands-on Pupils German[26] materialssystems inin plantsplants Self-sealing cells experimentsexperiments Pupils [26][26] systems systems in plants experiments [26] systems Building Strelitzia Hinge-less Building Biomimetics 2021, 6, 49 Strelitzia Hinge-less instructions,Building Pupils, German9 of 14 Flectofin® flowerStrelitzia meets movementHinge-less in plants instructions,instructions, Pupils, German Flectofin®® flowerflower meetsmeets movement in plants instructions,hands-on studentsPupils, German[19] Flectofin® flowerarchitecture meets movementand technology in plants hands-on studentsstudents [19][19] architecture and technology experimentshands-on students [19] architecture and technology experimentsexperiments Folding in experiments Folding in Table 3. 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4. Variety: Education of Various Target Groups

Biomimetics is suitable for all age groups. Natural phenomena, technical relationships, and the development of biomimetic products can be interesting for kindergarten children, pupils, students, teachers, and pensioners. Educational modules for speciﬁc bio-mimetic products, such as the adhesive force of Velcro® fasteners, the self-cleaning of surfaces, or the actuation of the Fluidic Muscle, are therefore available for the different target groups. A kindergarten child can observe the self-cleaning of various plant leaves. On the other hand, with regard to lifelong learning, the development of the façade paint Lotusan® can be illustrated during a guided tour in a botanical garden by means of simple experiments on plant leaves and façade paint samples with or without the self-cleaning effect. Within the framework of educational modules on biomimetics, students acquire personal skills (e.g., personal responsibility, perseverance and frustration tolerance while undertaking projects, personal initiative), professional competencies (e.g., interdisciplinary working and thinking, understanding of industrial production processes, understanding of innovation processes, and critical open-mindedness with respect to new technologies), and social competencies (e.g., ability to work in a team, communication skills, cooperation, and responsibility). Pupils and students learn to plan, carry out, evaluate, and record experiments inde- pendently. They exercise responsibility for the tasks assigned to them and experience team working. They also learn to apply functional principles by means of technical design. Since Biomimetics 2021, 6, 49 10 of 14

the close connection between biomimetics and sustainability is repeatedly discussed within such projects, dealing with these topics increases critical open-mindedness for sustainable technological development. In this context, students can broaden their view of biodiversity: every species that becomes extinct reduces the available models for a present or future challenge to humankind. In recent years, a variety of meaningful new teaching models has occurred in various ﬁelds. With reference to the educational module “The bone-inspired ceiling” presented in detail in the Supplementary Material S1, we wish to concentrate here on the ﬁeld of architecture. In a survey, 93% of students stated that they were informed about nature-inspired designs, and that their main motivation was “designing architectures in harmony with nature” [33]. Studio One at the University of Berkley (USA) established experiment-based and project-driven teaching bringing together students from various disciplines. Inspired by biological concept generators, they produced 2D sketches, small 3D models, 1:1 pro- totypes, and pavilions [34]. Other examples include the student projects on bioinspired pavilions, which have run for more than a decade in the Institute of Building Structures and Structural Design (ITKE) and the Institute for Computational Design and Construction (ICD) at the University of Stuttgart [35,36]. Table3 gives an overview of the educational modules that we have developed for various target groups based on well-known biomimetic products and optimization methods. We developed most of the modules for German-speaking countries (Germany, Austria, and Switzerland), but currently we are also gradually making them available to English speakers. In all modules, we wish to raise awareness that biomimetic products are not simple copies of the biological model or analogies between biological and technical structures (e.g., suction cup), because analogies are merely the expression of the validity of the same basic physical, chemical, and mathematical laws in the living and technological realms and do not (per se) include bioinspiration. Rather, the focus of all of our modules is the transfer of the functional principle and an abstraction from the biological model to the technical application. The image of a turnstile best describes our didactic concept. The many details of the biological model are ordered, separated, and evaluated, and only those that form the basis for the creation of functional models, construction plans, circuit diagrams, analytical models, or numerical models are allowed to pass through.

5. Quo Vadis? In discussions about improvements in the education system, calls are immediately made for more money, more teachers, smaller class sizes, additional daycare centers, and more all-day facilities. Although such requests should certainly be considered, we should also take into account Hattie’s meta-study [37] in which the results of over 100,000 individual studies involving 300 million students around the world have been compiled. The study ranks 252 influencing factors according to their effects on student learning and achievement at school. The effects are measured by effect size, which is on average 0.4, a metric that represents one year of growth per school year for a student. Anything above 0.4 would have a greater positive effect on student learning. The three best places are occupied by “teacher estimates of achievement” (effect size = 1.62), “collective teacher efficacy” (1.57), and “self-reported grades” (1.33). Negative influences arise from “summer vacation” (−0.02), “television” (−0.18), and “moving between schools” (−0.34). Reduction of class size has only a small positive impact (0.15). Mathematics programs (0.58) and science programs (0.56) have the potential to accelerate the impact on student achievement. Conceptual change programs (0.99), in which teachers help their students build an understanding of complex scientific concepts by breaking them down into their component parts, are even more influential, depending on their students’ level of knowledge and development [37,38]. Within mathematics and science programs, biomimetics can make a significant contribution to student learning through its interdisciplinary nature. In addition, biomimetic topics can be broken down into single concept elements according to the level Biomimetics 2021, 6, 49 11 of 14

of intellectual development of the students. With regard to the understanding concepts, one particularly interesting and topical aspect is the relationship between biomimetic developments and their contribution to sustainability. In principle, the subject of biomimetics has great potential in the development of sustainable materials, structures, and technologies, but sustainability is not an automatic by-product generated by the idea ﬂow from biology to technology. With respect to both conventional and biomimetic developments, contributions to a more sustainable future can only be ensured if a particular ethos and respect for nature accompany the technological ambitions of the practice [39]. In the sense of conceptual change programs, biomimetics can be divided into its individual development steps according to the relevant biomimetic approaches (Figure1), and the concept of sustainability can be considered under envi- ronmental, economic and social aspects. In recent years, we have carried out various sustainability assessments of selected biomimetic products and biomimetic methods in order to qualitatively and quantitatively analyze their contribution to sustainability [40–43]. These assessments include the bone-inspired ceiling of the Old Zoology Lecture Hall, a lightweight construction at the University of Freiburg, Germany (Figure1a, Supplementary Material S1). We have compared its contribution to sustainability qualitatively with that of a solid slab [41] by using a straightforward sustainability assessment. Additionally, we have carried out a quantitative assessment with two conventional lightweight ceiling structures, namely a hollow article ceiling and a pre-stressed ﬂat ceiling. Life cycle assessment and potential social aspects show comparable results. The biomimetic ribbed ceiling, however, is 2.2 times more costly because of the complex formwork [43]. Comparative sustainability studies of conventional and biomimetic developments are intended to encourage students to adopt a critical attitude with respect to innovations in their everyday lives. In our view, technical solutions based on biological models enable pupils and students to gain knowledge and develop competencies that make them competitive, that allow them to participate actively in society, and that ensure their solid vocational training and continuing education. However, school and university education should not be considered merely as a “stock of knowledge” that lasts a lifetime but should prepare students for lifelong learning and further education. Extracurricular places of learning (e.g., science centers, zoological and botanical gardens) play a major role in lifelong education, as they offer exhibitions, guided tours, lecture series, and many opportunities for broadening the mind for all age groups. A questionnaire survey in the National Museum of Nature and Science in Tokyo (Japan), where a biomimetics exhibition was held, revealed that expectations about biomimetic applications are different between generations. Younger-aged visitors expected medical applications and middle-aged visitors expected environment and energy application [44]. Topics on biomimetics encourage visitors to understand systems from the perspective of the complex interrelationships of animate and inanimate nature and technology as based on the methods of the natural sciences and technology and, ultimately, to form a holistic view. Thus, biomimetics can contribute to higher standards, better teaching, and individual support, and to the change from equal opportunities in education to educational equity.

6. Conclusions In summary, ten arguments support the valuable contribution that biomimetics can make to education: 1. Enthusiasm for technology is aroused through access via biological models. 2. Enthusiasm for living nature is aroused through technical challenges and solutions. 3. Up-to-date scientiﬁc research results can be presented in a timely manner in educational modules that have been newly developed and that are easy to understand and to perform. 4. Students acquire personal skills: personal responsibility, perseverance and frustration tolerance in projects, and personal initiative. Biomimetics 2021, 6, 49 12 of 14

5. Students acquire professional competencies: interdisciplinary working and thinking, understanding of industrial production processes, understanding of innovation processes, and critical open-mindedness for new technologies. 6. Students acquire social competencies: ability to work in a team, communication skills, cooperation, and responsibility. 7. Awareness of biodiversity is increased. 8. The discussion of “biomimetics and sustainable development” is encouraged. 9. Young scientists are recruited: the variety of topics and activities in the ﬁeld of biomimetics is a pathway to interdisciplinary knowledge and competence. 10. Lifelong professional qualiﬁcation is enhanced through the interdisciplinary approach of biomimetics.

Supplementary Materials: The following is available online at https://www.mdpi.com/article/10. 3390/biomimetics6030049/s1, Material S1: Educational module “The bone-inspired ceiling”. Author Contributions: Conceptualization, O.S.; writing—original draft preparation, O.S.; writing— review and editing, O.S. and T.S.; visualization, O.S.; funding acquisition, O.S. and T.S. Both authors have read and agreed to the published version of the manuscript. Funding: The work was funded by the Deutsche Forschungsgemeinschaft (DFG, German Research Foundation) under Germany’s Excellence Strategy—EXC-2193/1—390951807. The article processing charge was funded by the Baden-Wuerttemberg Ministry of Science, Research and the Arts and the University of Freiburg in the funding programme Open Access Publishing. Institutional Review Board Statement: Not applicable. Informed Consent Statement: Not applicable. Data Availability Statement: All relevant data are included within the paper and its Supplementary Materials file. Acknowledgments: We thank Ellen Frey and Amélie Barth, who have helped in the development of the German version of the educational module “Bone-inspired ceiling” presented in Supplementary Material S1. We are also grateful to the expert group “Education and Training” of BIOKON e.V. for the fruitful discussion and compilation of arguments on the topic of “biomimetics and education”. Conflicts of Interest: The authors declare no conflict of interest.

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