About georgiosvillias

... From an early age I was inclined towards science and mathematics. I hadn’t decided whether I should choose to become a scientist or an engineer, but I was sure that I didn’t want to study economics or law school. I always preferred the real world; tangible and easily to observe facts, problem solving situations, possibly in need of manual labor or the conduct of field research. It was probably my acquaintance with the scout movement and the direct contact with nature that awakened my adventurous spirit and helped me decide in favor of the life sciences academic field. Being born in a country like Greece, a place thriving of natural beauties and diverse landscapes it was not difficult to be allured by the amazing world of biology and the unique biodiversity that surrounded me. Outdoor activities and travelling has been my “transportation” means to explore the world, to become familiarized with the unknown, to initiate myself into different cultures and civilizations in order to become able to understand some of nature’s and life’s greatest secrets. Travelling gave me a different perspective for life. Hiking at the glaciers of Svalbard, a remote island in Norway close to North Pole, chatting with Dogon’s tribe elders at sub-saharian Africa, diving at the Red sea, or mountaineering at 18,000 ft in Iran, are just some of my life journey experiences. After working almost 10 years now in the field of education as a Biology teacher, I enjoy my daily interaction with youngsters and I feel proud and excited to have the ability and responsibility of contributing to their intellectual and social development. I always seek new ways to enhance my teaching methodology and to change my students' routine to a meaningful educational reality with activities and life lessons that will have a great positive impact to their future .... thus, our future. My most recent professional and educational endeavours include graduate studies (PhD level) in Education at the University of Cambridge. My research interests focus on the development, implementation and evaluation of educational escape rooms.

CSI: The brain collector serial killer case

Brief project description

“CSI: The brain collector serial killer case” is an Educational Escape Room (EER) activity with a focus on learning about human’s nervous system designed and implemented by 16-year old high school students from “Ekpaideutiki Anagennisi” in Afidnes, Greece on 19th of March 2019. But …. what is an EER?

What exactly is an Educational Escape Room?

Escape rooms are live action, team-based games where players discover clues, solve puzzles, and accomplish tasks in one or more rooms in order to accomplish a specific goal (usually escaping from the room) in a limited amount of time. Over the last year, there’s been worldwide growth in creating and introducing into the classrooms Educational Escape Room activities (EERs), facilitated by educators that have adapted the initial concept to fit the needs of their students.

What makes these activities special compared to other examples of gamification in education that have been studied in the past regarding their educational impact on the learners, is the fact that they can provide a thrilling, immersive learning experience that can intrigue students’ minds and assist them to develop critical thinking and problem-solving skills. The incorporated collaborative elements of these activities and the limited time frame that students have at their disposal promote the development of their social and team-working skills that are necessary for them in order to succeed.

Naming brain parts puzzle
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