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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.

Teaching with Scrum methodology includes ceremonies, roles and artefacts supporting students in planning, monitoring and directing their learning process. It scaffolds students' learning in complex and sometimes overwhelming context-based learning environments. Effects of the implementation on both students' learning outcomes and self-reported perceptions of six affective and metacognitive outcomes were investigated. Six teachers implemented Scrum methodology in a context-based secondary chemistry module on Green Chemistry. Their classes formed the experimental group. Based on how students experienced the quality of the implementation, teachers of the experimental group were subdivided into top-teachers and growth-teachers. Consequently, their students formed two sub-experimental groups. The comparison group, which did not use Scrum methodology, consisted of students taught by four teachers. A pre-test post-test control group design was used to study its effect on students' achievements and self-reported affective and metacognitive outcomes. Students of both experimental groups outperformed students of the comparison group with a large effect-size (top-teachers); and medium effect-size (growth-teachers) on learning outcomes. Findings on students' perceptions of affective and metacognitive outcomes revealed medium and small effects of Scrum methodology. Despite the fact that the implementation is challenging for teachers, it appears that Scrum methodology has positive effects on students' achievement and on students' perceptions of affective and metacognitive dimensions of their learning.

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.

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.

Context-based science courses stimulate students to reconstruct the information presented by connecting to their prior knowledge and experiences. However, students need support. Formative assessments inform both teacher and students about students' knowledge deficiencies and misconceptions and how students can be supported. Research on formative assessments suggests a positive impact on students' science achievement, although its success depends on how the formative assessment is implemented in class. The aim of this study was to provide insights into the effects of formative assessments on achievement during a context-based chemistry course on lactic acid. In a classroom action research setting, a pre-test/post-test control group design with switching replications was applied. Student achievement was measured in two pre-tests, two post-tests and a retention test. Participants were Grade 9 students from one secondary school in the Netherlands. Repeated-measures analysis showed a significant effect of formative assessments on students' achievement. During the implementation of the formative assessments, intriguing discussions emerged between students, between students and teacher, and between teachers. Adding formative assessments to context-based approaches reinforces their strength to meet with the current challenges of chemistry education. Formative assessments affect students' achievement positively and stimulate feedback between students and teacher(s).