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dc.contributor.authorCresswell, Sarah L
dc.contributor.authorLoughlin, Wendy A
dc.description.abstractIn 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.
dc.publisherAmerican Chemical Society
dc.relation.ispartofjournalJournal of Chemical Education
dc.subject.fieldofresearchForensic chemistry
dc.subject.fieldofresearchEducation assessment and evaluation
dc.titleA Case-Based Scenario with Interdisciplinary Guided-Inquiry in Chemistry and Biology: Experiences of First Year Forensic Science Students
dc.typeJournal article
dc.type.descriptionC1 - Articles
dc.type.codeC - Journal Articles
gro.facultyGriffith Sciences, Griffith Institute for Drug Discovery
gro.hasfulltextNo Full Text
gro.griffith.authorLoughlin, Wendy A.
gro.griffith.authorCresswell, Sarah L.

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