Does the issue of bionics within a student-centered module generate long-term knowledge?

Our educational module focused on selected bionics examples linking the basis of technology to biology. 324 students participated in an outreach intervention in a zoo. We monitored individual knowledge acquisition at three testing points: two weeks before (T0), immediately after (T1) and six weeks (T2) after participation. We monitored a subsample of 191 for longer (twelve weeks (T3) and one year (T4) later). Our module consisted of two units, a seminar room module and an aquarium module with living animals. As expected, knowledge peaked directly after program participation and dropped back after six weeks, but never fell as low as prior knowledge. Even one year later, the knowledge level remained constant at the level reached six weeks after participation. Prior knowledge was shown to be dependent on technology interest and social implication scores before participation.