A teacher perspective on Scrum methodology in secondary chemistry education
Chemistry Education Research and Practice, ISSN: 1109-4028, Vol: 21, Issue: 1, Page: 237-249
2020
- 14Citations
- 128Captures
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Example: if you select the 1-year option for an article published in 2019 and a metric category shows 90%, that means that the article or review is performing better than 90% of the other articles/reviews published in that journal in 2019. If you select the 3-year option for the same article published in 2019 and the metric category shows 90%, that means that the article or review is performing better than 90% of the other articles/reviews published in that journal in 2019, 2018 and 2017.
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Example: if you select the 1-year option for an article published in 2019 and a metric category shows 90%, that means that the article or review is performing better than 90% of the other articles/reviews published in that journal in 2019. If you select the 3-year option for the same article published in 2019 and the metric category shows 90%, that means that the article or review is performing better than 90% of the other articles/reviews published in that journal in 2019, 2018 and 2017.
Citation Benchmarking is provided by Scopus and SciVal and is different from the metrics context provided by PlumX Metrics.
Metrics Details
- Citations14
- Citation Indexes14
- 14
- CrossRef9
- Captures128
- Readers128
- 128
Article Description
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.
Bibliographic Details
http://www.scopus.com/inward/record.url?partnerID=HzOxMe3b&scp=85078138590&origin=inward; http://dx.doi.org/10.1039/c9rp00111e; http://www.ncbi.nlm.nih.gov/pubmed/38312445; https://xlink.rsc.org/?DOI=C9RP00111E; https://dx.doi.org/10.1039/c9rp00111e; https://pubs.rsc.org/en/content/articlelanding/2020/rp/c9rp00111e
Royal Society of Chemistry (RSC)
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