RESUMEN

Biologically inspired design (BID) in engineering is a convergent, systematic approach that uses analogies from biological organisms to develop solutions for human engineering and design problems. Based on outcomes from prior studies of integrating BID in higher education, incorporating BID into pre-college education is a logical evolution. For effective BID instruction of these convergent concepts in pre-college education, teachers need to be well-equipped with biological, engineering, and pedagogical knowledge, both in general and those unique to the convergent, still evolving discipline. In this paper, we investigate the Professional Learning (professional learning) environment designed to foster engineering teachers' understanding of BID integration in engineering and to determine to what extent the evolving professional learning environment fostered engineering teachers' conceptual knowledge of BID across the three-year project. This design study applies conjecture mapping with design-based research (DBR) to examine a professional learning environment that changed over three summers and its impact on teachers' conceptual understanding of BID integration in engineering. The analysis indicates that a combination of experiential and informal learning experiences along with engagement in a formal design challenge promoted teacher enthusiasm and a conceptual understanding of BID across the three years. Professional learning fostered teachers' understanding of BID integration in engineering and enabled them to integrate BID into their engineering teaching practice.