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

Autor/inn/en	Cresswell, Sarah L.; Loughlin, Wendy A.
Titel	A Case-Based Scenario with Interdisciplinary Guided-Inquiry in Chemistry and Biology: Experiences of First Year Forensic Science Students
Quelle	In: Journal of Chemical Education, 94 (2017) 8, S.1074-1082 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Loughlin, Wendy A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-9584
DOI	10.1021/acs.jchemed.6b00827
Schlagwörter	Science Instruction; Interdisciplinary Approach; Inquiry; Chemistry; Biology; Undergraduate Students; College Science; Crime; Questionnaires; Case Based Instruction; Teaching Methods; Student Attitudes; Curriculum; Student Evaluation; Student Interests; Foreign Countries; Australia + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Chemie; Biologie; Crimes; Delict; Delicts; Delikt; Fragebogen; Teaching method; Lehrmethode; Unterrichtsmethode; Schülerverhalten; Curricula; Lehrplan; Rahmenplan; Schulnote; Studentische Bewertung; Studieninteresse; Ausland; Australien
Abstract	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. (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