<![CDATA[Grade 11 learners’ conceptual understanding of the breathing mechanism at an under-resourced rural secondary school in the Sekhukhune East District, Limpopo Province. The study responds to Sustainable Development Goal 4, which promotes inclusive and equitable quality education and meaningful learning opportunities for all. The breathing mechanism is an abstract and physiologically complex topic that learners often struggle to understand through conventional teacher-centred instruction. The study was guided by Kolb’s Experiential Learning Theory, which conceptualises learning as a cyclical process involving concrete experience, reflective observation, abstract conceptualisation, and active experimentation. A qualitative action research approach incorporating ethnographic elements was employed. Twenty Grade 11 learners were organised into four groups of five and tasked with constructing functional models of the breathing mechanism using accessible, low-cost materials. Data were collected through participant observation, learners’ written group responses, and model presentations. Inductive thematic analysis generated six themes: active learner participation, collaboration and teamwork, ownership of learning, problem-solving and critical thinking, communication and scientific explanation, and conceptual understanding of the breathing mechanism. Rubric-based document analysis further indicated that three of the four groups achieved mastery scores ranging from 87.5% to 100%. The findings demonstrate that PBL can facilitate experiential, collaborative, and context-responsive science learning while improving learners’ understanding of abstract biological processes. The study concludes that integrating PBL with locally available materials offers a practical approach to advancing SDG 4 by strengthening the quality, inclusivity, and relevance of life sciences education in under-resourced rural schools.]]>
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