Using a Mock Trial to Teach Science and the Law

Autor/inn/en	Mitchell, Nathan K.; Moore, Quincy C.; Monroe, Billy W.
Titel	Using a Mock Trial to Teach Science and the Law
Quelle	In: Journal of Political Science Education, 18 (2022) 1, S.81-92 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Mitchell, Nathan K.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1551-2169
DOI	10.1080/15512169.2021.1985505
Schlagwörter	Court Litigation; Teaching Methods; Black Colleges; Competition; Microbiology; Introductory Courses; Legal Education (Professions); Laws; Crime; Interdisciplinary Approach; Genetics; Simulation; Specialists; Consultants; Knowledge Level; Student Attitudes; Instructional Effectiveness; Undergraduate Students + Suchen Sie Ihr Suchwort? Rechtsstreit; Teaching method; Lehrmethode; Unterrichtsmethode; Wettkampf; Mikrobiologie; Einführungskurs; Juristischer Beruf; Law; Recht; Crimes; Delict; Delicts; Delikt; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Humangenetik; Simulation program; Simulationsprogramm; Consultant; Berater; Wissensbasis; Schülerverhalten; Unterrichtserfolg
Abstract	Over the course of 3 years, the Political Science and Biology Programs at a regional HBCU have built a curricular learning community centered on a mock trial competition, where a microbiology course was paired with an introductory legal studies course. Over the course of a semester, students enrolled in both courses studied a real appellate case that dealt with some aspect of forensic science (DNA evidence for example). The legal studies students were to act as prosecution and defense and the microbiology students played the role of expert witnesses and consultants. To be successful, students had to build an interdisciplinary team, outline their side's case, and learn scientific and legal principles. This paper evaluates the impact of this experience on student learning using a mixed-methods approach. Students completed a self-reported knowledge survey and participated in a focus group debriefing session. Students report important gains in understanding the legal system and aspects of forensic science. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01