Open AccessEnhancing Information Retention of Forensic Science Students: Incorporating a Simulated Crime Scene Practicum in the College Classroom
Author(s) -
David Byrne
Publication year - 2018
Publication title -
journal of social sciences research
Language(s) - English
Resource type - Journals
ISSN - 2321-1091
DOI - 10.24297/jssr.v13i0.8001
Subject(s) - practicum , crime scene , law enforcement , criminal justice , comprehension , psychology , mathematics education , scope (computer science) , pedagogy , process (computing) , computer science , criminology , political science , law , programming language , operating system
The purpose of this research was to investigate whether crime scene simulations benefit the learning process in terms of retention of knowledge. By providing a real-word experience via the Applied Learning pedagogy, the comprehension of the basic foundations of forensic science were indeed retained and reinforced through the incorporation of a mock crime scene in the classroom. A total of 50 undergraduate students majoring in criminal justice participated and were evaluated using three different assessment measures employed throughout the practicum: feedback, reflection, and debriefings. This qualitative research uncovered that students’ retention of the theories and concepts continued past the midterm examination while the instructor benefited from a multi-assessment approach to gauging student performance. Additionally, this research also found that learners benefited in ways beyond the scope of this study; they also came away with practical realizations relating to the benefits of collaboration and an understanding of how this course prepares them for careers in law enforcement.