ESCAPE ROOM: ESCAPE GAMES AS A SCIENCE LEARNING TOOL

Authors

  • Rubiane Duarte Masulc Mestre em Ciências pela Universidade de São Paulo, Pós-Graduação em Projetos Educacionais de Ciências, Escola de Engenharia de Lorena, Estrada Municipal Chiquito de Aquino, nº 1000, Santa Lucrécia, Lorena-SP, Brazil orcid.org/0000-0003-2715-2592
  • Josias de Paula Oliveira Mestre em Ciências pela Universidade de São Paulo, Pós-Graduação em Projetos Educacionais de Ciências, Escola de Engenharia de Lorena, Estrada Municipal Chiquito de Aquino, nº 1000, Santa Lucrécia, Lorena-SP, Brazil orcid.org/0000-0002-6335-2658
  • Maria de Lourdes Siqueira Confort Mestre em Ciências pela Universidade de São Paulo, Pós-Graduação em Projetos Educacionais de Ciências, Escola de Engenharia de Lorena, Estrada Municipal Chiquito de Aquino, nº 1000, Santa Lucrécia, Lorena-SP, Brazil orcid.org/0000-0002-7668-3819
  • Estaner Claro Romão Livre Docente em Cálculo pela Universidade de São Paulo, Pós-Graduação em Projetos Educacionais de Ciências, Escola de Engenharia de Lorena, Estrada Municipal Chiquito de Aquino, nº 1000, Santa Lucrécia, Lorena-SP, Brazil orcid.org/0000-0003-4316-2029

DOI:

https://doi.org/10.46827/ejse.v10i3.5318

Keywords:

science teaching, remote teaching, game, escape room

Abstract

This article used the Escape Room game as a tool for teaching science, which was adapted to be carried out in a remote classroom. The objective was to propose the development of this game as a remote learning strategy, contributing to fostering scientific knowledge through the playful activity of solving challenges and enigmas. The research methodology used was a case study, having been developed in a private school, with 19 students from a 7th-grade elementary school class. Data collection was carried out using two instruments, with observations made during the application of the game and then a qualitative questionnaire. As a result, it was observed that this game provided students with the necessary conditions for meaningful, dynamic, and innovative learning, motivating them to be the protagonists of new knowledge, face challenges, seeking solutions through an active methodology based on solving problems.

 

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Author Biographies

  • Rubiane Duarte Masulc, Mestre em Ciências pela Universidade de São Paulo, Pós-Graduação em Projetos Educacionais de Ciências, Escola de Engenharia de Lorena, Estrada Municipal Chiquito de Aquino, nº 1000, Santa Lucrécia, Lorena-SP, Brazil orcid.org/0000-0003-2715-2592

    Rubiane Duarte Masulck has a master's degree in Science from USP - University of São Paulo – SP Brazil, a postgraduate degree in clinical analysis and currently works as a science and biology teacher in basic education schools. He is interested in the areas of science education, active teaching methodologies and educational innovation, in addition to conducting environmental, sustainability and citizenship projects and developing research on teaching based on skills and abilities and learning assessment processes.

  • Josias de Paula Oliveira, Mestre em Ciências pela Universidade de São Paulo, Pós-Graduação em Projetos Educacionais de Ciências, Escola de Engenharia de Lorena, Estrada Municipal Chiquito de Aquino, nº 1000, Santa Lucrécia, Lorena-SP, Brazil orcid.org/0000-0002-6335-2658

    Josias de Paula Oliveira is a teacher of History, Philosophy and Geography in basic education schools, he is a Master's student in Science, in the Postgraduate Program in Educational Projects at USP - University of São Paulo – SP Brazil, postgraduate in Teaching Philosophy and in didactic-pedagogical processes. He has worked as coordinator, educational advisor and teacher at the Paula Souza State Center for Technological Education and the private education network and has experience in the area of education, with an emphasis on teaching and educational guidance, development of research in Public Educational Policies and development of projects focused on socio-emotional education.

  • Maria de Lourdes Siqueira Confort, Mestre em Ciências pela Universidade de São Paulo, Pós-Graduação em Projetos Educacionais de Ciências, Escola de Engenharia de Lorena, Estrada Municipal Chiquito de Aquino, nº 1000, Santa Lucrécia, Lorena-SP, Brazil orcid.org/0000-0002-7668-3819

    Maria de Lourdes Siqueira Confort has a master's degree in Science from USP – University of São Paulo - SP Brazil, postgraduate degree in Neuropsychology of Learning, postgraduate degree in Higher Education, Clinical Psychologist and currently works as a professor of University Education in Psychology and Supervisor of Humanistic Clinical Psychology. Develops research on preventive work on child development through “sensitive listening as an integrative proposal between school, students and community”, under the supervision of students and psychologists.

  • Estaner Claro Romão, Livre Docente em Cálculo pela Universidade de São Paulo, Pós-Graduação em Projetos Educacionais de Ciências, Escola de Engenharia de Lorena, Estrada Municipal Chiquito de Aquino, nº 1000, Santa Lucrécia, Lorena-SP, Brazil orcid.org/0000-0003-4316-2029

    Estaner Claro Romão holds a degree in Mathematics from the Universidade Estadual Paulista Júlio de Mesquita Filho (UNESP-2001), a master's degree in Mechanical Engineering from the Universidade Estadual Paulista Júlio de Mesquita Filho (UNESP-2004), a PhD in Mechanical Engineering from the State University of Campinas (UNICAMP-2011), Post-Doctorate carried out at the State University of Campinas (UNICAMP-2013) and Professorship at the University of São Paulo (USP-2015). Active in two research areas: 1 - in the area of Mechanical Engineering, with an emphasis on Fluid Mechanics and Heat and Mass Transfer, working mainly in the area of Variational Principles and Numerical Methods for Transport Phenomena, and 2 - in the area of teaching, with an emphasis on improving teaching in basic education, with special emphasis on the subject of Mathematics.

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Published

2024-04-11

Issue

Vol. 10 No. 3 (2024)

Section

Articles

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