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Proposing Problem-Based Learning for teaching future forensic speech scientists.

Georgina Brown1

  • 1Department of Linguistics and English Language, Lancaster University, UK; Soundscape Voice Evidence, Lancaster, UK.

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Summary

Forensic speech science education in the UK is evolving. This paper explores Problem-Based Learning (PBL) as a potential teaching method to enhance training for forensic speech practitioners.

Keywords:
Forensic speech scienceHigher educationProblem designProblem-based learning

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Area of Science:

  • Forensic Science
  • Speech Science
  • Acoustics
  • Phonetics

Background:

  • Masters and undergraduate programs in forensic speech science have emerged in the UK over the last 10-15 years.
  • Forensic speech science involves analyzing speech recordings for speaker identification in legal contexts, utilizing expertise in phonetics and acoustics.
  • While current programs don't fully prepare graduates for casework, many find roles in security or private analysis.

Purpose of the Study:

  • To explore the potential of Problem-Based Learning (PBL) in teaching forensic speech science.
  • To evaluate if PBL can benefit prospective forensic speech practitioners and the field.

Main Methods:

  • The paper proposes exploring a Problem-Based Learning (PBL) pedagogical approach.
  • PBL is a student-centered method emphasizing independent problem-solving for ill-structured problems.

Main Results:

  • PBL has demonstrated success in other disciplines leading to professional roles, notably in medicine.
  • Its application in forensic speech science education is investigated for similar benefits.

Conclusions:

  • The study suggests PBL could enhance forensic speech science training and professional development.
  • Further exploration of PBL is warranted to improve educational approaches in this specialized field.