Communicating the Sustainable Development Goals to Primary School Students through the Topic of Water

This diploma thesis examines the possibilities of using project-based learning to develop scientific and environmental literacy among lower secondary school pupils through the topic of water and selected Sustainable Development Goals (SDGs). The main aim was to verify whether project-based learning that connects subject content, practical activities, digital tools, and elements of formative assessment supports pupils' learning and contributes to a deeper understanding of environmental issues related to water. The practical part was carried out as teacher-led action research over three consecutive school project days in an 8th-grade class. Data were collected through worksheets, pupils' final products, peer assessment, self- assessment, a questionnaire survey, classroom observations, and final reflection. The results showed that after completing the project-based instruction, pupils demonstrated a good level of understanding of natural phenomena and environmental problems related to water. The instruction also supported the development of higher-order cognitive skills, collaboration, work organisation, and digital literacy. Pupils evaluated the project as meaningful, practical, and motivating. At the same time, the action research identified several limitations of the project implementation,...