Abstract:

Objectives:
The present teaching research aimed at testing two experimental hypotheses. The first concern is that adopting a laboratory-based methodology in teaching scientific disciplines can increase student motivation and develop greater scientific competence, compared to traditional frontal lectures based on the teacher reading and explaining textbook topics. The second experimental hypothesis, in line with the first, concerns the possibility of using clean organs from a mammalian animal during lessons related to human systems. The research hypothesises that, by observing and handling (under proper hygiene conditions) organs from an animal belonging to the same monophyletic group as humans, students may better memorise the shape, structure, and colour of these organs compared to observing them in a book or a video.

Methodology:
Two fifth-grade classes were identified to assess the accuracy of these hypotheses. In the control group, the teacher used a predominantly frontal teaching approach based on explaining concepts from the textbook and using videos and worksheets. In the other class, a laboratory-based methodology was employed, using the scientific method. The experimental group’s students explored the anatomy and physiology of the digestive system using recycled materials (glasses, tubes, bottles, etc.) to become aware of the size of the organs involved in the digestive process, their positioning within the body, and the chemical reactions inside them. In addition, these students conducted scientific experiments under the teacher's guidance, implementing the experimental scientific method. A rabbit's liver, stomach, and intestine were properly cleaned and preserved for the research activities. Students were brought into the school environment and free to observe and handle them.

Results:
Thanks to the same final tests given to both groups, it can be stated that the initial hypotheses have been confirmed: the experimental group achieved total scores more frequently and provided more precise answers compared to the control group; in addition to this, in the final self-assessment questionnaire, a high emotional engagement was observed among the children in the experimental group regarding the activities undertaken, demonstrating an enhancement of their interest.

Conclusions:
The obtained result demonstrated that the starting hypotheses had been verified and confirmed.

Keywords:

Didactics of Biology, Digestive System, Key Competencies, Laboratory, Primary Teaching.