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ERIC Number: EJ1265471
Record Type: Journal
Publication Date: 2019
Abstractor: As Provided
Scrum Methodology as an Effective Scaffold to Promote Students' Learning and Motivation in Context-Based Secondary Chemistry Education
Vogelzang, Johannes; Admiraal, Wilfried F.; van Driel, Jan H.
EURASIA Journal of Mathematics, Science and Technology Education, v12 n12 Article em1783 2019
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.
Descriptors: 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
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Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Authoring Institution: N/A