Blending Storytelling and Escape Room Chemistry Activities with Partially Flipped Learning Based on an Interdisciplinary Approach

In this article, a partially flipped chemistry laboratory course blended with an interdisciplinary approach, escape room activities, and storytelling was developed and applied. In addition, the practice and concluding performances of the teams were examined. This study included 68 undergraduate associate students enrolled in the Medical Laboratory Techniques Program. The learners worked on three storytelling-based judicial case games and tried to complete the escape room activities correctly and successfully to retrieve the clue envelopes and passwords. Based on partially flipped learning, preclass, in-class, and out-of-class activities were supported by online course resources, problem-solving activities, and didactic teaching. The research findings showed that the teams were generally at a “moderate” level in finding the toxic substance that poisoned the victim and in completing the ER activities successfully, “good-moderate” in identifying the murderer and the reason for the murder, and generally “moderate” in practicing and concluding. It is proposed that this hybrid combined method is a good practice activity that can be used in future research. In addition, it can shed light on the field of chemistry and health education in associate and undergraduate chemistry laboratory practices.