The terms Anthropocene and Homogenocene are frequently used to describe our current epoch, which is characterized by strong human impacts on the environment. One defining feature of the Anthro- or Homogenocene is biodiversity loss – experts say we are heading for Earth's sixth mass extinction. A crucial weapon in the battle against threats to biodiversity is education, particularly biodiversity literacy. Raising awareness of the social and environmental value of biodiversity, providing education on the concept of biodiversity, and promoting the ability to act may lead to active and responsible citizenship. We developed a biodiversity education teaching unit to promote biodiversity literacy through formal education. To make the topic of biodiversity tangible for students, our approach involves them in a citizen science project and uses the forest ecosystem to illustrate the relations between economic, ecological, and social aspects of biodiversity.

We describe a structured inquiry-based lesson about the human ear and sound that can lead to long-term retention of content knowledge and reduce the gender gap in science subjects. The lesson integrates the subjects of biology and physics for students about 15 years of age and is suitable with high or low pre-knowledge and for both genders equally. Students learn in hands-on experiments about sound formation and properties; the human outer, middle, and inner ear; and limits to human hearing, both natural and resulting from damage to the inner ear. This lesson is suitable for beginners in inquiry-based learning and teaching. It is designed as structured/level 1 inquiry-based science. The topic and how it is analyzed is provided by the teacher in the lesson material, but students are strongly invited to actively think about why they expect certain results to happen and how the results can be interpreted.

Bionics by definition combines science and technology, with nature acting as a model for technical applications. Bionics is expected to lead to a better understanding of the Nature of Science (NOS). We applied a hands-on inquiry-based module about bionics with sixth graders during a public bionics exhibition in a zoological garden that allowed students to act as researchers, i.e., to understand the problem-solving process and to search for methods to overcome problems. The practice of science and engineering was at the center of this intervention; for example, students were asked to provide explanations and design solutions in the bionics field ( NGSS, 2017 ). From this complex field we showed examples using living animals in the zoo. Our students learned bionics topics directly on the living animal by transferring them later to bionics topics. The streamlined shape of the dolphin snout, the communication system of dolphins, and other examples, each with its technical and bionics application, were examined. Bionics can serve as a complement to other biology topics. An increase in cognitive knowledge was observed both immediately after intervention and after a complete school year. Male participants showed more interest in technology than females.