Biomimicry as an Interdisciplinary Pedagogical Model for Teaching Physics and Biology: The Case of Frogs in Tena, Ecuador
DOI:
https://doi.org/10.70577/b98ywj10Keywords:
Interdisciplinary approach; Biomimicry; Educational innovation; Biology; Physics.Abstract
Traditional approaches to teaching the experimental sciences, in which content is delivered separately by subject, have limited students’ ability to clearly understand natural phenomena and establish connections with everyday situations. In response to this issue, this review study aimed to analyze, based on scientific literature, how the characteristics of frogs found in Tena can be integrated with the principles of classical physics to develop an interdisciplinary pedagogical approach grounded in biomimicry. Specifically, the study examined the theoretical contribution of biomimicry to interdisciplinary teaching, identified physical and biological concepts that can be interconnected through the study of these species (Hyalinobatrachium iaspidiense and Adenomera hylaedactyla), and proposed a teaching sequence supported by the reviewed literature. To this end, a systematic and critical literature review was conducted using the Web of Science, Latindex, Google Scholar, and Scopus databases, employing descriptors in both Spanish and English and applying defined inclusion and exclusion criteria, with priority given to publications from the previous five years. The findings indicated that, according to the literature reviewed, the use of projects, prototype construction, and field trips strengthened students’ critical thinking, creativity, and environmental awareness. It was concluded that this proposal may contribute to a form of education more closely connected to the local territory by linking scientific knowledge with community knowledge and promoting new approaches to teaching in the Ecuadorian Amazon.
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