Educational Escape Room: Break Dalton's Code and Escape!

Autor/inn/en	Avargil, Shirly; Shwartz, Gabriella; Zemel, Yoram
Titel	Educational Escape Room: Break Dalton's Code and Escape!
Quelle	In: Journal of Chemical Education, 98 (2021) 7, S.2313-2322 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Avargil, Shirly)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-9584
DOI	10.1021/acs.jchemed.1c00110
Schlagwörter	Science Education; Teaching Methods; Chemistry; Secondary School Science; High School Teachers; High School Students; Creative Teaching; Puzzles; Game Based Learning; Teacher Attitudes; Science Process Skills + Suchen Sie Ihr Suchwort? Naturwissenschaftliche Bildung; Teaching method; Lehrmethode; Unterrichtsmethode; Chemie; High school; High schools; Teacher; Teachers; Oberschule; Lehrer; Lehrerin; Lehrende; Student; Students; Schüler; Schülerin; Studentin; Creative thinking; Teaching; Kreatives Denken; Unterricht; Legespiel; Lehrerverhalten
Abstract	In the contemporary landscape of science education, teachers aspire to implement approaches that engage students with diverse teaching methods in diverse learning environments. By reviewing educational literature that deals with chemical escape rooms (ChEsRms), we can find several purposes they serve; however, only a few papers used ChEsRms for assessing student's knowledge and 21st century skills. The "Escape Room-based Educational Assessment" (EREA) has been built, at the Faculty of Education in our institution, to serve high-school chemistry teachers and their students as an alternative learning and assessment environment. A variety of puzzles are described in this activity paper. The escape room is equipped with cameras that record students' work while solving the puzzles, and at the same time, they can be observed by their teachers from a control room. Teachers were asked to provide feedback on the activity and specify which puzzles required the implementation of significant chemical knowledge, high order thinking skills (analysis, synthesis, or evaluation), and thinking creatively, for their solution. Based on the teachers' perception, the skills required while solving the puzzles were mapped. Teachers addressed a variety of aspects: (a) domain specific skills in chemistry such as the implementation and synthesis of chemical knowledge, (b) scientific practices such as question posing and problem solving, and (c) 21st century skills such as collaboration, taking initiative, and creativity. (As Provided).
Anmerkungen	Division of Chemical Education, Inc. and ACS Publications Division of the American Chemical Society. 1155 Sixteenth Street NW, Washington, DC 20036. Tel: 800-227-5558; Tel: 202-872-4600; e-mail: eic@jce.acs.org; Web site: http://pubs.acs.org/jchemeduc
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01