A Teacher Perspective on Scrum Methodology in Secondary Chemistry Education

Autor/inn/en	Vogelzang, Johannes; Admiraal, Wilfried F.; Van Driel, Jan H.
Titel	A Teacher Perspective on Scrum Methodology in Secondary Chemistry Education
Quelle	In: Chemistry Education Research and Practice, 21 (2020) 1, S.237-249 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Vogelzang, Johannes) ORCID (Admiraal, Wilfried F.) ORCID (Van Driel, Jan H.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1756-1108
Schlagwörter	Teaching Methods; Teacher Attitudes; Secondary School Science; Chemistry; Scaffolding (Teaching Technique); Active Learning; Student Projects; Expertise; Didacticism; Instructional Effectiveness; Cooperative Learning; Teacher Role; Experienced Teachers; Foreign Countries; Adolescents; Science Teachers; Netherlands + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerverhalten; Chemie; Aktives Lernen; Schulprojekt; Expert appraisal; Didaktisierung; Unterrichtserfolg; Kooperatives Lernen; Lehrerrolle; Ausland; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Niederlande
Abstract	Scrum methodology is a novel framework for teaching intended to scaffold students' learning process when they work on complex, real-world tasks. It is originally a project management framework frequently used in business and industry to manage projects. Scrum methodology is increasingly used in educational contexts. Yet, it is also a rather complex framework and more insight in how teachers understand and implement Scrum methodology is needed. Twelve teachers attended a professional development program and simultaneously implemented Scrum methodology in their chemistry lessons. Teachers' didactical expertise and pedagogical expertise appeared to play a key role during the implementation process, whereas teachers' subject matter expertise, and other factors such as teaching context, teaching experience and personal biography seemed to be less important. Didactical and pedagogical expertise enhances teaching with Scrum: it supports the implementation as well as increases its effectiveness, independently of teaching context, experience and personal biography. This would mean Scrum methodology offers possibilities for teachers to enhance and enrich their teaching practice. (As Provided).
Anmerkungen	Royal Society of Chemistry. Thomas Graham House, Science Park, Milton Road, Cambridge, CB4 0WF, UK. Tel: +44-1223 420066; Fax: +44-1223 423623; e-mail: cerp@rsc.org; Web site: http://www.rsc.org/cerp
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01