Engaging students through storytelling: A fictitious crime project

Area of Science:

• Forensic Science Education
• STEM Pedagogy

Background:

• Traditional science education often lacks engaging methods for developing critical thinking and creativity.
• Integrating interdisciplinary approaches can enhance student learning and retention.

Purpose of the Study:

• To present a novel pedagogical framework for fostering creativity and critical thinking in undergraduate students.
• To utilize crime scenario development as a tool for engaging students in scientific inquiry and problem-solving.

Main Methods:

• Students create detailed crime scenarios, including evidence, investigation, and potential errors.
• Assignments involve divergent thinking, problem-solving, and analysis of social/cultural factors.
• Formative assessments track progress, with summative assessment via written narratives and presentations.

Main Results:

• The crime scenario project was implemented in an introductory Forensic Science course over three semesters.
• Student-created scenarios showed varied quality, correlating with overall course performance.
• Students reported high engagement and enjoyment in creating and analyzing crime scenarios.

Conclusions:

• The crime scenario framework effectively promotes creativity and critical thinking in forensic science education.
• This project-based learning approach enhances student engagement and provides a rigorous academic experience.
• The method encourages students to explore scientific concepts through imaginative problem-solving.