This study aimed to examine the effect of using the place-based learning approach in teaching science on environmental concepts, environmental behavior, and attitudes toward the environment among fourth-grade students. The study used the quasiexperimental approach. The sample consisted of (60) male and female students from the fourth grade who were chosen from one of A’Seeb schools in Muscat Governorate. The sample of the study was divided into two groups. The experimental group consisted of 31 male and female students who received instruction through the place-based approach, while the control group of comprised 29 male and female students who were taught using the traditional conventional method. The experiment took about four weeks during the first semester of the academic year 2022/2023. To achieve the objectives of the study, a teacher's guide and student activities booklet were prepared to teach the unit to the experimental group using the place-based learning approach. The validity of the guide was verified by presenting it to a group of specialists in teaching science. Also, a test in environmental concepts, a scale of environmental behavior, and a scale of attitude towards the environment were prepared. The validity and reliability of the instruments were verified to ensure their applicability. The results showed that there was a statistically significant difference at the level of (0.05 ≥ α) between the mean scores of the experimental group that studied the unit according to the place-based learning approach and the scores of the control group that studied using the conventional method in the post application of the environmental concepts test, the environmental behavior scale, and the attitude towards the environment scale after they learn the unit of organisms and environments, which was in favor of the experimental group. In light of these results, some recommendations were presented, including activating the place-based learning approach in teaching, emphasizing it’s role in ‌developing environmental concepts and behaviors and the attitude towards the environment and providing training courses or workshops for science teachers at various educational levels on how to employ the place-based learning approach, and the necessity to link students’ learning to the local environment and society, directing science teachers to search for suitable places for the curriculum lessons that improve their problem-solving skills, and working to give students a positive attitude towards the environment through their contact with reality, and encouraging supervisors and curriculum designers to design lessons that adapt the environment in which the students live and put proposals for places that can be visited and are close to the school.