Learning the human respiratory system through project-based learning: A quasi-experimental study

Science education in elementary schools aims to develop students' conceptual understanding through meaningful learning experiences. However, the topic of the human respiratory system remains one of the most challenging science topics because students often experience misconceptions in understanding the relationship between the structure and function of respiratory organs as well as the process of gas exchange when the material is delivered solely through verbal explanations. As a result, teacher-centered instruction is often insufficient to support students in developing a comprehensive scientific understanding. Therefore, an instructional approach that actively engages students in constructing their own knowledge is needed. This study aimed to examine the effect of Project-Based Learning (PjBL) on science learning outcomes in the human respiratory system. The study employed a quantitative approach using a quasi-experimental method with a nonequivalent control group design. The sample consisted of 40 students, who were assigned to an experimental group and a control group. The findings revealed that the implementation of PjBL had a significant positive effect on science learning outcomes. Project-based learning enhanced students' understanding of the subject matter by actively engaging them in inquiry, discussion, collaboration, product development, and project presentation, making the learning process more interactive and meaningful. Therefore, PjBL can be considered an effective instructional model for improving learning outcomes while helping to reduce misconceptions related to the human respiratory system. Future research is recommended to apply PjBL to other science topics and to investigate its effects on students' scientific literacy, critical thinking skills, and 21st-century competencies.