| dc.description.abstract | New standards such as NGSS require science teachers to shift the focus of classroom teaching to making sense of phenomena and designing solutions to problems, engaging in three dimensional learning, and developing 21st century skills such as problem solving, critical thinking, communication, collaboration and self-management. To achieve these goals, novel teaching and instructional management methods will be required to meet these new dynamic requirements. With the variety of challenges faced in the classroom, novice teachers stand to benefit from a management strategy to guide and organize their leadership efforts. This study is an autoethnographic reflection of how a pre-service science teacher utilized Scrum, an Agile Project Management delivery framework, to implement a collaborative project-based learning (PBL) inquiry science curriculum unit. Scrum roles, processes, and artifacts were incorporated into the PBL global climate change curriculum design and management strategies of the student intern. Researcher observations of variables in the learning environment that contributed to student collaboration were analyzed for patterns of significance. Scrum management had a significant impact on curriculum design and group communication which contributed to building a classroom community and creating a learning environment of positive educational outcomes and adaptability. The Scrum educational environment supported social learning, creativity, accessibility, engagement, and collaboration. These positive outcomes were the result of purposeful group management and sustained inquiry learning. Adaptive classroom project management based on components of Scrum was an effective method for a pre-service science teacher to facilitate student collaboration and a student-centered learning environment. | en_US |
