Literaturnachweis - Detailanzeige
Autor/inn/en | Vogelzang, Johannes; Admiraal, Wilfried F.; van Driel, Jan H. |
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Titel | Scrum Methodology as an Effective Scaffold to Promote Students' Learning and Motivation in Context-Based Secondary Chemistry Education |
Quelle | In: EURASIA Journal of Mathematics, Science and Technology Education, 12 (2019) 12, (13 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1305-8223 |
Schlagwörter | Chemistry; Science Instruction; Science Teachers; Teaching Methods; Student Motivation; Learning Motivation; Scaffolding (Teaching Technique); Teacher Attitudes; Outcomes of Education; Metacognition; Learner Engagement; Secondary School Students; Science Achievement; Visualization; Learning Processes Chemie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode; Schulische Motivation; Motivation for studies; Lernmotivation; Lehrerverhalten; Lernleistung; Schulerfolg; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Sekundarschüler; Visualisation; Visualisierung; Learning process; Lernprozess |
Abstract | Context-based approaches aim at increasing students' learning and motivation. However, students perceive its complexity often as overwhelming, causing frustration and disengagement. Thus, there is a need for innovative teaching methods to scaffold students in context-based education. Two perspectives are used to argue that Scrum methodology, a project management framework, is a promising candidate. First, its features are described and subsequently connected to six well-known scaffolds from the motivational literature. This exploration showed that implementation of Scrum methodology might lead to improvements of students' motivation and an increase in cognitive and metacognitive learning achievements. Secondly, an empirical pilot study was conducted. Three experienced chemistry teachers implemented Scrum methodology in their chemistry lessons. Interviews revealed that Scrum methodology visualized students' learning process and progress. Two teachers reported stable and even better learning outcomes. In addition, they perceived that their students showed increased engagement. However, one of the participating teachers reported student resistance towards parts of the Scrum methodology as well as organizational issues. This teacher emphasized that Scrum methodology is in itself rather complex and that implementation is not an easy job. Although the pilot study suggests that caution is urged, its implementation might give new momentum to reinforce context-based approaches. (As Provided). |
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Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |