A Case-Based Scenario with Interdisciplinary Guided-Inquiry in Chemistry and Biology: Experiences of First Year Forensic Science Students

• Published in: Journal of chemical education Vol. 94; no. 8; pp. 1074 - 1082
• Main Authors: Cresswell, Sarah L, Loughlin, Wendy A
• Format: Journal Article
• Language: English
• Published: Easton American Chemical Society and Division of Chemical Education, Inc 08.08.2017; Division of Chemical Education, Inc and ACS Publications Division of the American Chemical Society; American Chemical Society
• Subjects: Active Learning; Biology; Case Based Instruction; Chemistry; College Science; College students; Crime; Curriculum; Curriculum Research; Foreign Countries; Forensic engineering; Forensic science; Forensic sciences; Inquiry; Inquiry method; Interdisciplinary Approach; Interdisciplinary subjects; Learning; Organic Chemistry; Persuasive Discourse; Questionnaires; Respondents; Science Instruction; Student Attitudes; Student Evaluation; Student Experience; Student Interests; Students; Teaching Methods; Undergraduate Students; Australia; First-Year Undergraduate/General; Hands-On Learning/Manipulatives; Interdisciplinary/Multidisciplinary; Inquiry-Based/Discovery Learning; Forensic Chemistry
• ISSN: 0021-9584; 1938-1328
• DOI: 10.1021/acs.jchemed.6b00827

In this paper, insight into forensic science students’ experiences of a case-based scenario with an interdisciplinary guided-inquiry experience in chemistry and biology is presented. Evaluation of student experiences and interest showed that the students were engaged with all aspects of the case-based scenario, including the curriculum theory components as well as the active learning within interdisciplinary laboratories. Working in groups of three during laboratories was favored by students, but mixed responses for group assessment were observed. Since the introduction of the case-based scenario, sustained improvements in student assessment outcomes were observed. Questionnaire respondents indicated a strong interest in case-based learning. We propose a methodology framework for the case-based scenario investigation in forensic science and discuss the student experiences and improved learning occurring with the scenario involving an interdisciplinary guided-inquiry experience in chemistry and biology. This work suggests that an interdisciplinary guided-inquiry learning approach, ideally contextualized within a case-based scenario, is adaptable to other science discipline combinations.