Escape Room: uma estratégia pedagógica para a promoção do letramento científico nas aulas de química do ensino médio

Abstract

Studies indicate that a science literacy individual becomes a transforming agent of the society in which he lives and starts to use his knowledge to solve practical problems for himself and the society around him. The science literacy can be provided in the school environment through the promotion of pedagogical strategies that promote investigative activities that have the potential to develop competencies and skills related to science knowledge and technology based on science. In this context, the use of educational games and, in particular, escape rooms, become an alternative with potential, because by challenging students to solve clues, puzzles and problems based on real physical situations and contexts, they promote an interrelation between scientific knowledge. The objective of this work is to propose an escape room experience for high school students and to analyze the potential of this proposal for the development of competences and skills with a view to promoting scientific literacy in high school chemistry classes. For that, we proposed an escape room experience. This experience was built from the elements and steps that constitute the escape room elaboration script proposed by a research project. The escape room was analyzed, with inspiration in content analysis, in order to present and discuss what we consider to be potential skills identified in the game. We analyze the skills identified in each of the proposed puzzles in order to fit them into the following categories a priori: 1) explain phenomena scientifically; 2) evaluate and plan scientific experiments; 3) to interpret data and evidence scientifically, which are the necessary skills for the student to be considered scientifically literate, according to the Science Assessment Matrix for Scientific Literacy at PISA. We argue that understanding what the skills and competencies are involved in / developed by the proposed game allows the teacher who will adopt it in the classroom to understand its potential for the promotion of student science literacy. When evaluating the possible skills present in each of the puzzles, we realized that the proposed escape room experience has the potential to develop the three skills described above and, consequently, the science literacy of the high school chemistry student.