Modern guidelines in the field of Education increasingly encourage teachers to move away from traditional learning approaches and use active teaching strategies and methods that positively impact students’ motivation and retention of acquired knowledge. Didactic games are an example of this learning approach. They offer students the opportunity to acquire, consolidate, or review their knowledge in a fun way. The escape room is one of the types of didactic games that can be incorporated into the educational setting. In the educational escape room, students reinforce their knowledge by solving various challenges. Additionally, the game emphasizes cooperation and effective communication between players. In the course Science teaching in the 4th grade of primary school, students acquire knowledge about electricity, light, and matter. It is important that these topics are taught through diverse activities to ensure students build a strong foundation for further learning. An escape room is an excellent activity for consolidating and reviewing knowledge. For the purposes of this master’s thesis, I created my own escape room titled “Tintin in the trap”, which is, with included instructions for the teacher, designed for the 4th grade elementary school students and teachers. The game allows students to consolidate their knowledge of selected science topics related to electricity, light, and matter. Teachers can implement the escape room into regular Science teaching classes or use it during a science day. I performed it myself in the 4th grade at the selected elementary school. The study included seventeen 4th grade students and four primary education teachers from four Slovenian elementary schools. Data were collected through knowledge tests, semi-structured interviews, and participant observation. The results show a positive attitude from both teachers and students towards the educational escape room. In the process of acquiring knowledge, students are active, independent, and show interest in learning. Simultaneously, they develop cognitive, social, and emotional skills and abilities. The importance of cooperation and interpersonal communication is emphasized. Unfortunately, the complexity of preparation and organization prevent teachers from incorporating escape rooms into the learning process more frequently. To add, the preparation of materials needed to carry out the escape room can be challenging. It is preferable if these materials are already included in the school’s didactic material or are easily accessible and affordable for teachers. However, the advantages of learning through didactic games far outweigh the disadvantages. The results of this type of learning bring satisfaction to both teachers and students.
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