Exploring Perspectives and Identifying Potential Challenges Encountered with Crime Scene Investigations When Developing Chemistry Curricula

Autor/inn/en	Kanu, A. Bakarr; Pajski, Megan; Hartman, Machelle; Kimaru, Irene; Marine, Susan
Titel	Exploring Perspectives and Identifying Potential Challenges Encountered with Crime Scene Investigations When Developing Chemistry Curricula
Quelle	In: Journal of Chemical Education, 92 (2015) 8, S.1353-1358 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-9584
DOI	10.1021/ed500671x
Schlagwörter	Crime; Science Instruction; Chemistry; College Science; Problem Solving; Interdisciplinary Approach; Workshops; Teacher Shortage; Massachusetts; New York; North Carolina; Ohio + Suchen Sie Ihr Suchwort? Crimes; Delict; Delicts; Delikt; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Chemie; Problemlösen; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Lernwerkstatt; Schulung; Lehrermangel; Master-Studiengang
Abstract	In today's complex world, there is a continued demand for recently graduated forensic chemists (criminalists) who have some background in forensic experimental techniques. This article describes modern forensic experimental approaches designed and implemented from a unique instructional perspective to present certain facets of crime scene investigation. Physical evidence collection, handling, and evaluation are reviewed, as are challenges associated with carrying out these tasks. The interrelation of the responsibilities of the crime scene investigator and criminalist also is addressed, as this can be highlighted in an instructional setting. If the investigator does not collect sufficient evidence or collects the evidence improperly, the criminalist will be unable to effectively interpret the data. In this report, the authors describe their experiences at a mock crime scene designed for investigation by undergraduate forensic science students. Key points that must be considered include evidence collection, analysis of the evidence, interpretation of the results, and drawing conclusions from those interpretations. We have presented the information in a way that may be beneficial to instructors looking to create or update existing forensic science courses, or scholars interested in the drawbacks of certain aspects of evidence collection. (As Provided).
Anmerkungen	Division of Chemical Education, Inc and ACS Publications Division of the American Chemical Society. 1155 Sixteenth Street NW, Washington, DC 20036. Tel: 800-227-5558; Tel: 202-872-4600; e-mail: eic@jce.acs.org; Web site: http://pubs.acs.org/jchemeduc
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01