The use of science activities based on educational escape game in the development of problem solving skills: A mixed-method action research

In this study, the use of science activities based on educational escape game in developing problem solving skills of preschool students was investigated. The research was conducted in a state kindergarten in Gölyaka district of Düzce province. The participants of the study consisted of 8 five-year-old (60-72 months) students, 4 girls and 4 boys. The research used action research design based on mixed method approach. The data were collected using the problem solving skills scale (PSS), researcher diary, photographs and video recordings, semi-structured student interview forms, semi-structured expert observation and evaluation forms, and student products. In the study, the Problem Solving Skill Scale was used to determine the problem solving skill levels of preschool students. The reliability coefficient of the Problem Solving Skill Scale is 0.86. In the analysis of the data, descriptive statistics were used to determine the problem solving skill levels of the students. Wilcoxon Signed Ranks test was used to analyse the effect of science activities based on educational escape game on students' problem solving skills. The quantitative findings of the study revealed that educational escape game-based science activities provided a statistically significant increase in preschool students' problem solving skills. The qualitative results related to problem solving skills show that students developed various solution proposals by addressing problem situations from multidimensional and different perspectives. This result indicates that students experienced a significant improvement in their creative problem solving skills. Within the scope of this mixed-method action research, it was determined that students felt happy during participation in science activities based on the educational escape game. Factors such as time limitation, fun nature of the game, differently designed classroom environment, materials, use of reinforcers and group work were found to contribute to students' positive attitudes towards the activity. However, the nature of the problem situations, the materials used and the structure of the classroom environment were evaluated as challenging factors by the students. In addition, it was concluded that students had expectations for different game models and rewards suitable for their interests in a new educational game design. Student opinions support that there is an improvement in problem solving skills in general. According to the researcher and expert opinions, it was concluded that educational escape games are suitable for preschool education level, science themes make the game interesting and students develop cooperation through active participation in the process. In this direction, it is suggested that science activities based on educational escape games can be used as an effective teaching method in preschool education.