Scrum Methodology as an Effective Scaffold to Promote Students’ Learning and Motivation in Context-based Secondary Chemistry Education
Johannes Vogelzang 1 2 * , Wilfried F. Admiraal 2 , Jan H. van Driel 3
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1 Greijdanus College, Zwolle, THE NETHERLANDS2 Leiden University Graduate School of Teaching, Leiden University, THE NETHERLANDS3 Melbourne Graduate School of Education, The University of Melbourne, AUSTRALIA* Corresponding Author


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.


This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, Volume 15, Issue 12, December 2019, Article No: em1783

Publication date: 06 Jul 2019

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