The article examines the theoretical and practical foundations of applying the Action Research
method to enhance the effectiveness of biology lessons. The study was conducted with 8th-grade
students of School Lyceum No. 33, involving a total of 19 learners. The experimental work was
organized within the “Respiration” unit of the biology curriculum and covered key topics such as
gas exchange between the alveoli and blood, oxygen saturation of blood in the lungs, gas exchange
between tissues and blood, the mechanisms of inhalation and exhalation, lung vital capacity,
respiratory rate, as well as the impact of smoking on lung function.
The research was implemented in accordance with the cyclical structure of the Action Research
method, including diagnostic, planning, action, observation, and reflection stages. Laboratory
activities, practical tasks, modeling, group work, and analytical activities were employed during the
instructional process. The findings demonstrated a gradual improvement in students’ learning
outcomes, cognitive engagement, and interest in the subject.
The results confirm that the Action Research method is an effective pedagogical approach that
strengthens the integration of theory and practice in biology teaching, promotes the development of
students’ research and functional literacy skills, and contributes to the enhancement of teachers’
reflective professional practice.