Abstract
The learning objectives include developing a range of competencies, further linked within the subject literacies and their application. This is also the case in science education.
It is not possible to achieve these educational objectives using traditional transmissive educational methods only. Thus, comprehensive activation methods, including project-based education, are increasingly being discussed.
However, these methods meet several challenges and in many cases their complexity proves too demanding, and it is necessary to provide adequate support to students. The EduScurm method offers a solution to developing students' project management skills and tracking outcomes.
The aim of this paper is to present the principles of this method as applied to specific cases in the teaching of science in lower secondary education. Considering the importance of students' perceptions for the effectiveness of education, the strengths and weaknesses of this method were investigated.
The data collected from the open-ended questionnaire was evaluated using open coding. It was found that students put the most emphasis on developing a collaborative approach to the project for this method.
Lack of engagement is the biggest risk from the students' point of view. The method proved to be well applicable in teaching biology and can be used to develop students' competencies.