New approaches to learning and assessing through escape rooms in English and Sciences areas = Nuevos enfoques para aprender y evaluar con "escape rooms" en las áreas de inglés y ciencias
DOI:
https://doi.org/10.20868/abe.2019.1.3881Keywords:
escape room, English, collaborative learning, assessment, competitiveness, inglés, aprendizaje colaborativo, evaluación, competitividadAbstract
Abstract
Some of the current and ongoing challenges ahead in the teaching of English in science areas include the competitiveness among students and the traditional ways to assess their progress. As a proposal in order to meet these goals, we advocate escape rooms that have been considered as a powerful tool in education. However, we want to incorporate a new element in this educational experience. Students do not have to “play” an escape room but to “create” an escape room. Throughout the creation of the escape room, students had to rely on their group members as there were some tasks that not everybody in the group knew how to solve. That emphasized the teamwork and cooperation rather than competitiveness. Students were revising all the knowledge learnt in different subjects to be able to create the tasks for the escape room and this helped us to assess the understanding of the content. Results showed creativity, collaboration, problem solving and critical thinking at the same time that the challenges and objectives established were completely met.
Resumen
Algunos de los retos actuales en la enseñanza del inglés en las materias de ciencias incluyen la competitividad entre los estudiantes y la manera tradicional de evaluar su progreso. Como propuesta para conseguir estos objetivos, proponemos las “escape rooms” consideradas como herramienta poderosa en educación. Sin embargo, el nuevo elemento que nosotros incorporamos a esta experiencia educativa no es que los alumnos “jueguen” sino que “creen” una “escape room”. A lo largo de la creación de la “escape room”, los estudiantes tuvieron que confiar en los miembros de su grupo ya que había tareas que no todos los componentes del grupo sabían cómo resolver. Esto manifestó el trabajo en equipo y la cooperación más que la competitividad. Los estudiantes revisaron todo el conocimiento aprendido en diferentes asignaturas para poder crear las tareas de la “escape room” y esto nos ayudó a evaluar el entendimiento del contenido. Los resultados mostraron creatividad, colaboración, resolución de problemas y pensamiento crítico al mismo tiempo que los retos y objetivos establecidos para esta experiencia educativa se cumplieron en su totalidad.
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