Teaching Scientific Content through a Methodology Based on Escape Room
Abstract
Learning scientific contents can generate some lack of interest among students. The use of appropriate teaching methodologies and paying attention to the affective dimension can help to reverse this situation. This study presents an escape room designed for trainee teachers to work on scientific contents. To check its influence on the affective and cognitive dimensions, emotions, self-efficacy, and attitudes were analyzed, as well as the participants’ performance before and after the intervention in a study carried out over two academic years. The results show an increase in the participants’ positive emotions, self-efficacy, attitudes, and performance after the intervention. Considering these results, this intervention has positive effects on both the affective and the cognitive dimensions.
Keywords
Science education, Gamification, Escape room, Trainee teachersReferences
Anzelin, I., Marín-Gutiérrez, A. y Chocontá, J. (2020). Relación entre la emoción y los procesos de enseñanza aprendizaje. Sophia, 16(1), 48-64. https://doi.org/10.18634/sophiaj.16v.1i.1007
Apostol, S., Zaharescu, L. y Alexe, I. (2013). Gamification of learning and educational games. En International Scientific Conference eLearning and Software for Education (Vol. 2, pp. 67-72).
Avargil, S., Shwartz, G. y Zemel, Y. (2021). Educational Escape Room: Break Dalton’s Code and Escape! Journal of Chemical Education, 98(7), 2313-2322. https://doi.org/10.1021/acs.jchemed.1c00110
Aydogan, H., Bozkurt, F. y Coskun, H. (2015). An assessment of brain electrical activities of students toward teacher’s specific emotions. International Journal of Social, Behavioral, Educational, Economic, Business and Industrial Engineering, 9, 1977-2000.
Bandura, A. (2009). Cultivate self-efficacy for personal and organizational effectiveness. En Handbook of Principles of Organizational Behavior (pp. 179-200). https://doi.org/10.1002/9781119206422.ch10
Bergman, D. J. y Morphew, J. (2015). Effects of a science content course on elementary preservice teachers’ self-efficacy of teaching science. Journal of College Science Teaching, 44(3), 73-81. https://www.jstor.org/stable/43631942
Brown, S. D., Tramayne, S., Hoxha, D., Telander, K., Fan, X. y Lent, R.W. (2008). Social cognitive predictors of college students’ academic performance and persistence: a meta-analytic path analysis. Journal of Vocational Behaviour, 72(3), 298-308. https://doi.org/10.1016/j.jvb.2007.09.003
Clauson, A., Hahn, L., Frame, T., Hagan, A., Bynum, L. A., Thompson, M. E. y Kiningham, K. (2019). An innovative escape room activity to assess student readiness for advanced pharmacy practice experiences (APPEs). Currents in Pharmacy Teaching and Learning, 11(7), 723-728. https://doi.org/10.1016/j.cptl.2019.03.011
Dávila, M. A., Cañada-Cañada, F., Martín, J. y Mellado, V. (2016). Las emociones en el aprendizaje de física y química en educación secundaria. Causas relacionadas con el estudiante. Educación química, 27(3), 217-225. https://doi.org/10.1016/j.eq.2016.04.001
Deterding, S., Dixon, D., Khaled, R. y Nacke, L. (2011). From game design elements to gamefulness: defining «gamification». Proceedings of the 15th International Academic MindTrek Conference: Envisioning Future Media Environments, 9-15. https://doi.org/10.1145/2181037.2181040
Eldar, E. y Niv, Y. (2015). Interaction between emotional state and learning underlies mood instability. Nature Communications, 6, 6149. https://doi.org/10.1038/ncomms7149
Fernández I., Gil D., Carrascosa J., Cachapuz A. y Praia J. (2002). Visiones deformadas de la ciencia transmitidas por la enseñanza. Enseñanza de las ciencias, 20(3), 477-488. https://doi.org/10.5565/rev/ensciencias.3962
Flores, I. M. (2015). Developing Preservice Teachers’ Self-Efficacy through Field-Based Science Teaching Practice with Elementary Students. Research in Higher Education Journal, 27.
Gazit, E., Yair, Y. y Chen, D. (2005). Emerging conceptual understanding of complex astronomical phenomena by using a virtual solar system. Journal of Science Education and Technology, 14(5), 459-470. https://doi.org/10.1007/s10956-005-0221-3
Glavas, A. y Stascik, A. (2017). Enhancing positive attitude towards mathematics through introducing Escape Room games. En Mathematics education as a science and a profession (pp. 281-293).
Gómez-Urquiza, J. L., Gómez-Salgado, J., Albendín-García, L., Correa-Rodríguez, M., González-Jiménez, E. y Cañadas-De la Fuente, G. A. (2019). The impact on nursing students’ opinions and motivation of using a «Nursing Escape Room» as a teaching game: a descriptive study. Nurse education today, 72, 73-76. https://doi.org/10.1016/j.nedt.2018.10.018
González-Gómez, D., Jeong, J. S., Gallego-Picó, A. y Cañada-Cañada, F. (2018). Influencia de la metodología flipped en las emociones sentidas por estudiantes del Grado de Educación Primaria en clases de ciencias dependiendo del bachillerato cursado. Educación Química, 29, 77-88. https://doi.org/10.22201/fq.18708404e.2018.1.63698
Hernández-Serrano, M. J. y Muñoz-Rodríguez, J. M. (2020). Interés por las disciplinas STEM y metodologías para su enseñanza. Percepción de estudiantes de educación secundaria y docentes en formación. Educar, 56(2), 369-386. https://doi.org/10.5565/rev/educar.1065
Hugerat, M. (2016). How teaching science using project-based learning strategies affects the classroom learning environment. Learning Environments Research, 19(3), 383-395. https://doi.org/10.1007/s10984-016-9212-y
Jack, B. M. y Lin, H. S. (2017). Making learning interesting and its application to the science classroom. Studies in Science Education, 53(2), 137-164. https://doi.org/10.1080/03057267.2017.1305543
Jeong, J. S., González-Gómez, D. y Cañada-Cañada, F. (2016). Students’ perceptions and emotions toward learning in a flipped general science classroom. Journal of Science Education and Technology, 25(5), 747-758. https://doi.org/10.1007/s10956-016-9630-8
Jeong, J. S., González-Gómez, D., Gallego-Picó, A. y Bravo, J. C. (2019a). Effects of active learning methodologies on the students’ emotions, self-efficacy beliefs and learning outcomes in a science distance learning course. Journal of Technology and Science Education, 9(2), 217-227. http://dx.doi.org/10.3926/jotse.530
Jeong, J. S., González-Gómez, D. y Cañada-Cañada, F. (2019b). How does a flipped classroom course affect the affective domain toward science course? Interactive Learning Environments, 1-13. https://doi.org/10.1080/10494820.2019.1636079
Kazempour, M. S. (2014). I can’t teach science! A case study of an elementary pre-service teacher’s intersection of science experiences, beliefs, attitude, and self-efficacy. International Journal of Environmental and Science Education, 9(1), 77-96. https://doi.org/10.12973/ijese.2014.204a
Kuo, H. C., Pan, A. J., Lin, C. S. y Chang, C. Y. (2022). Let’s Escape! The Impact of a Digital-Physical Combined Escape Room on Students’ Creative Thinking, Learning Motivation, and Science Academic Achievement. Education Sciences, 12(9), 615. https://doi.org/10.3390/educsci12090615
Lombardi, D., Shipley, T. F. y Astronomy Team, Biology Team, Chemistry Team, Engineering Team, Geography Team, Geoscience Team, and Physics Team. (2021). The curious construct of active learning. Psychological Science in the Public Interest, 22(1), 8-43. https://doi.org/10.1177/152910062097397
Malinen, O. P., Savolainen, H. y Xu, J. (2012). Beijing in-service teachers’ self-efficacy and attitudes towards inclusive education. Teaching and Teacher Education, 28(4), 526-534. https://doi.org/10.1016/j.tate.2011.12.004
Martínez-Martí, M. L., Avia, M. D. y Hernández-Lloreda, M. J. (2010). The effects of counting blessings on subjective well-being: A gratitude intervention in a Spanish sample. The Spanish journal of psychology, 13(2), 886-896. https://doi.org/10.1017/S1138741600002535
Miller, B., Linder, F. y Mebane, W. R. (2020). Active learning approaches for labeling text: review and assessment of the performance of active learning approaches. Political Analysis, 28(4), 532-551. https://doi.org/10.1017/pan.2020.4
Miller, K., Sonnert, G. y Sadler, P. (2018). The influence of students’ participation in STEM competitions on their interest in STEM careers. International Journal of Science Education, 8, 95-114. https://doi.org/10.1080/21548455.2017.1397298
Mullins, J. K. y Sabherwal, R. (2020). Gamification: A cognitive-emotional view. Journal of Business Research, 106, 304-314. https://doi.org/10.1016/j.jbusres.2018.09.023
Nicholson, S. (2015). Peeking behind the locked door: A survey of escape room facilities. http://sco
ttnicholson.com/pubs/erfacwhite.pdf
Osborne, J. y Dillon, J. (2008). Science Education in Europe: Critical Reflections. The Nuffield Foundation.
Otero, M. R. (2006). Emociones, sentimientos y razonamientos en Didáctica de las Ciencias. Revista electrónica de investigación en educación en ciencias, 1(1), 24-53.
Pekrun, R., Goetz, T., Frenzel, A. C., Barchfeld, P. y Perry, R. P. (2011). Measuring emotions in students’ learning and performance: The Achievement Emotions Questionnaire (AEQ). Contemporary educational psychology, 36(1), 36-48. https://doi.org/10.1016/j.cedpsych.2010.10.002
Prieto, J. M. (2020). Una revisión sistemática sobre gamificación, motivación y aprendizaje en universitarios. Teoría de la Educación. Revista Interuniversitaria, 32(1), 73-99. https://doi.org/10.14201/teri.20625
Pronovost, M., Cormier, C., Potvin, P. y Riopel, M. (2016). Interest and disinterest from college students for higher education in sciences. En New developments in science and technology education (pp. 41-49). Springer. https://doi.org/10.1007/978-3-319-22933-1_5
Ravinder, E. B. y Saraswathi, A. B. (2020). Literature Review of Cronbach alpha coefficient (Α) And Mcdonald’s Omega Coefficient (Ω). European Journal of Molecular & Clinical Medicine, 7(6), 2943-2949.
Reed, J. M. y Ferdig, R. E. (2021). Gaming and anxiety in the nursing simulation lab: A pilot study of an escape room. Journal of Professional Nursing, 37(2), 298-305. https://doi.org/10.1016/j.profnurs.2021.01.006
Sánchez-Ruiz, L. M., López-Alfonso, S., Moll-López, S., Moraño-Fernández, J. A. y Vega-Fleitas, E. (2022). Educational Digital Escape Rooms Footprint on Students’ Feelings: A Case Study within Aerospace Engineering. Information, 13(10), 478. https://doi.org/10.3390/info13100478
Schlegel, R. J., Chu, S. L., Chen, K., Deuermeyer, E., Christy, A. G. y Quek, F. (2019). Making in the classroom: Longitudinal evidence of increases in self-efficacy and STEM possible selves over time. Computers & Education, 142, 103637. https://doi.org/10.1016/j.compedu.2019.103637
Slater, E. V., Norris, C. M. y Morris, J. E. (2021). The validity of the science teacher efficacy belief instrument (STEBI-B) for postgraduate, pre-service, primary teachers. Heliyon, 7(9), e07882. https://doi.org/10.1016/j.heliyon.2021.e07882
Solbes, J. (2011). ¿Por qué disminuye el alumnado de ciencias? Alambique, 67, 53-61.
Susskind, J. E. (2005). PowerPoint’s power in the classroom: Enhancing students’ self-efficacy and attitudes. Computers & education, 45(2), 203-215. https://doi.org/10.1016/j.compedu.2004.07.005
Tobin, K. (2010). Reproducir y transformar la didáctica de las ciencias en un ambiente colaborativo. Enseñanza de las Ciencias, 28(3), 301-314. https://doi.org/10.5565/rev/ec/v28n3.3
Tracey, T. J. G. (2002). Development of interests and competency beliefs: A 1-year longitudinal study of fifth to eight grade students using the ICA-R and structural equation modeling. Journal of Counseling Psychology, 49(2), 148-163. https://doi.org/10.1037/0022-0167.49.2.148
Vázquez, A. y Manassero, M. (2011). El descenso de las actitudes hacia la ciencia de chicos y chicas en la educación obligatoria. Ciência & Educação, 17(2), 249-268. https://doi.org/10.1590/S1516-73132011000200001
Villalustre, L. y del Moral, M. E. (2015). Gamificación: Estrategia para optimizar el proceso de aprendizaje y la adquisición de competencias en contextos universitarios. Digital Education Review, 27, 13-31. https://doi.org/10.1344/der.2015.27.13-31
von Kotzebue, L., Zumbach, J. y Brandlmayr, A. (2022). Digital Escape Rooms as Game-Based Learning Environments: A Study in Sex Education. Multimodal Technologies and Interaction, 6(2), 8. https://doi.org/10.3390/mti6020008
Yıldırım, İ. y Şen, S. (2019). The effects of gamification on students’ academic achievement: A meta-analysis study. Interactive Learning Environments, 1-18. https://doi.org/10.1080/10494820.2019.1636089
Yllana-Prieto, F., Jeong, J. S. y González-Gómez, D. (2021). An online-based edu-escape room: A comparison study of a multidimensional domain of PSTs with flipped sustainability-stem contents. Sustainability, 13(3), 1032. https://doi.org/10.3390/su13031032
Yllana-Prieto, F., González-Gómez, D. y Jeong, J. S. (2023). Influence of two educational Escape Room–breakout tools in PSTs’ affective and cognitive domain in STEM (science and mathematics) courses. Heliyon, e12795. https://doi.org/10.1016/j.heliyon.2023.e12795
Published
Downloads
Copyright (c) 2023 Félix Yllana Prieto, David González Gómez, Jin Su Jeong
This work is licensed under a Creative Commons Attribution 4.0 International License.
