Scrum Methodology as an Effective Scaffold to Promote Students' Learning and Motivation in Context-Based Secondary Chemistry Education

Autor/inn/en	Vogelzang, Johannes; Admiraal, Wilfried F.; van Driel, Jan H.
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 kostenfreie Datei Verfügbarkeit
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 + Suchen Sie Ihr Suchwort? 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