Vogelzang Johannes, Admiraal Wilfried F, Van Driel Jan H
Greijdanus College, Campus 5 Zwolle 8017 CB The Netherlands
Universiteit Leiden Interfacultair Centrum voor Lerarenopleiding, Onderwijsontwikkeling en Nascholing Leiden 2300 AX The Netherlands.
Chem Educ Res Pract. 2019 Sep 18;21(1):237-249. doi: 10.1039/c9rp00111e. eCollection 2020 Jan 16.
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.
Scrum方法是一种新颖的教学框架，旨在在学生处理复杂的现实世界任务时搭建其学习过程的支架。它最初是一个常用于商业和工业项目管理的框架。Scrum方法在教育环境中越来越多地被使用。然而，它也是一个相当复杂的框架，需要对教师如何理解和实施Scrum方法有更多的见解。十二位教师参加了一个专业发展项目，并同时在他们的化学课中实施Scrum方法。在实施过程中，教师的教学法专业知识和教育学专业知识似乎起着关键作用，而教师的学科专业知识以及其他因素，如教学环境、教学经验和个人经历，似乎不太重要。教学法和教育学专业知识通过Scrum提升教学：它支持实施并提高其有效性，而与教学环境、经验和个人经历无关。这意味着Scrum方法为教师提升和丰富他们的教学实践提供了可能性。
