Escape ClassRoom: Can You Solve a Crime Using the Analytical Process?

Escape ClassRoom “CSI 1.0” is an educational escape room proposed as an interactive analytical chemistry exercise for the evaluation of undergraduate students at the end of the subject. This approach is a new form of live action learning activity in which the students have to solve an analytical pro...

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Bibliographic Details
Published in:Journal of chemical education 2019-02, Vol.96 (2), p.267-273
Main Authors: Ferreiro-González, Marta, Amores-Arrocha, Antonio, Espada-Bellido, Estrella, Aliaño-Gonzalez, María José, Vázquez-Espinosa, Mercedes, González-de-Peredo, Ana V, Sancho-Galán, Pau, Álvarez-Saura, José Ángel, Barbero, Gerardo F, Cejudo-Bastante, Cristina
Format: Article
Language:English
Subjects:
Analytical chemistry
Chemistry
Chemists
Classrooms
Collaborative learning
College Science
College students
Cooperative Learning
Crime
Education
Educational activities
Educational Games
Experiential Learning
Forensic sciences
Inquiry
Inquiry method
Learning Activities
Mathematical analysis
Murder
Organic chemistry
Persuasive Discourse
Problem Solving
Science Instruction
Science Process Skills
Scientific Methodology
Students
Teaching Methods
Undergraduate Students
Undergraduate Study
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Summary:Escape ClassRoom “CSI 1.0” is an educational escape room proposed as an interactive analytical chemistry exercise for the evaluation of undergraduate students at the end of the subject. This approach is a new form of live action learning activity in which the students have to solve an analytical problem, namely, “an alleged crime”. From this initial hypothesis, they have to investigate the crime by playing the role of trainee forensic chemists. As in any escape room, Escape ClassRoom “CSI 1.0” is a logical game in which the main objective is to discover several clues, to find hidden objects, and to solve a mystery in order to escape a “locked” room in an established time. The students play the role of forensic scientists and solve the alleged crime by following the scientific method in order to escape. To do so, they have to apply the whole analytical process from beginning to end, i.e., from a correct sampling at the crime scene, through the analysis of sample and data treatment until the interpretation of the results to validate the initial hypothesis: a murder has been committed. If it has, then who did it? The students’ knowledge in analytical chemistry and the teamwork are the only tools that they have to solve all of the riddles and uncover hidden messages to “win” while time is running out. This first experience showed the potential of an escape room to be used as an innovative educational tool easily applicable to other subjects.
ISSN:0021-9584
1938-1328
DOI:10.1021/acs.jchemed.8b00601