Effects of Scrum Methodology on Students' Critical Scientific Literacy: The Case of Green Chemistry

Autor/inn/en	Vogelzang, Johannes; Admiraal, Wilfried F.; van Driel, Jan H.
Titel	Effects of Scrum Methodology on Students' Critical Scientific Literacy: The Case of Green Chemistry
Quelle	In: Chemistry Education Research and Practice, 21 (2020) 3, S.940-952 (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
DOI	10.1039/d0rp00066c
Schlagwörter	Science Education; Secondary School Science; Chemistry; Program Administration; Scientific Concepts; Concept Formation; Grade 11; Teaching Methods; Scientific Literacy; Foreign Countries; Netherlands + Suchen Sie Ihr Suchwort? Naturwissenschaftliche Bildung; Chemie; Concept learning; Begriffsbildung; School year 11; 11. Schuljahr; Schuljahr 11; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Niederlande
Abstract	Secondary science education plays a key role in students' process to become scientifically literate citizens. However, teaching students to acquire the necessary skills and knowledge to deal with complex societal issues is challenging. This paper reports about a study in which Scrum -- a methodology to manage complex projects -- was implemented in secondary chemistry classrooms to increase students' conceptual understanding as well as their critical scientific literacy. A quasi-experimental design was used with 198 Grade 11 students from eight different classes. The experimental condition (99 students, 4 classes, 25 groups with 3 or 4 students, 2 teachers) used Scrum methodology during a context-based course on Green Chemistry. The comparison condition (99 students, 4 classes, 29 groups of 3 or 4 students, 3 teachers) completed the same module about Green Chemistry, without using Scrum methodology. At the end of the course students formulated a written advice on the greenest synthesis of adipic acid. A pre-test on prior knowledge of Green Chemistry principles and a post-test on conceptual understanding of the chemistry concepts involved were administered. In addition, the Standard Observed Learning Outcomes taxonomy (SOLO) was used to analyse the quality of the written advices as a measure for students' critical scientific literacy. Students from the experimental condition outperformed their peers from the comparison condition in their conceptual understanding. Moreover, the quality of the advices of students from the experimental condition were rated higher than the quality of advices of students in the comparison condition. These findings are discussed and connected to Scrum methodology as teaching approach to scaffold both students' conceptual understanding and its potential to promote the development of their critical scientific literacy. (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