Understanding ecological concepts is crucial in tackling environmental issues like climate change, pollution, and habitat destruction. These concepts also serve as a teaching framework, encouraging learners to effect positive change. This research was conducted with grade 9 learners from three schools in Bloemfontein, South Africa, randomly assigned to experimental and control groups. It used a positivist paradigm and Ajzen's theory of planned behaviour as a theoretical framework, incorporating a quantitative experimental research design. The Colorado Learning Attitudes about Science Survey (CLASS), a standardised attitude survey, was administered to experimental and control groups as a pre-and post-test. Data analysis involved descriptive and analytical statistics. Results show a positive influence on learners' applied conceptual understanding of ecological concepts, favouring the experimental group postintervention [F(1,350) = 36.45, p <0.0001] at a 5% significance level. Puppetry, therefore, can create dynamic, interactive learning environments as a teaching tool, enhancing learner engagement, understanding, and appreciation of ecological concepts. It aids in information retention by associating them with unique experiences. This teaching tool can boost learners' positive perspectives on ecology, enabling learners to make informed decisions and contribute to a sustainable environment. This paper aims to contribute to the scholarship of innovative teaching methods and an interdisciplinary approach to science teaching and learning.