Case Study 13

Searching for Answers: A Forensic Approach

The recent popularity of investigative forensic type television shows has captured the enthusiasm of students of all ages. This project based in Mildura and coordinated by Damian Hallinan aimed to capitalise on the increased awareness and interest by investigating the “real science” behind crime scene investigation – based television programs. The project also aimed to link a secondary college with three local primary schools. Whilst the notion of introducing relevant science into the curriculum was appealing, the participating schools indicated that the primary teachers had very little confidence in teaching science. Students from the primary schools indicated that little hands on science was being taught prior to the project. 

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Student forensic analysts are inspecting fibres found at the crime scene.

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Main Features of the Project

• Providing Professional development in the area of forensic science for both primary and secondary teachers

• Integration of a forensic scientist into the development and planning of the project

• Identifying and adapting a curriculum that was engaging for the students

• Peer mentoring by the secondary students to the primary students

• Incorporating the assistance of the police and education undergraduates for the project

• The enactment and investigation of a crime scene

• Forensic Unit meets the outcomes directed by the Victorian Essential Learning syllabus

Professional Learning

In order to support teachers, a forensic consultant from CSIRO provided both the primary and secondary teachers with professional development focusing on the Forensic science techniques that would be required during the program. Suitable units of work were sourced from a previous ASISTM project which significantly reduced the preparation time and highlighted the benefits of sharing best practise materials. These materials are available at: http://www.clt.uwa.edu.au/asistm

Introducing forensics also required a review of existing equipment. The Network Science Educator, along with the secondary school laboratory technician sourced all the equipment for each participating school. The Network Science Educator ran further workshops for each participating school, adapting the existing units of work for each school’s requirements and sharing teaching strategies with an emphasis on science methodology.

The training, planning and sharing strategies were essential for teachers to develop the confidence to implement the forensic theme. The use of a Forensic expert provided a platform to introduce the content and create the enthusiasm for teachers to attempt new engaging material. Delegating the sourcing of materials to an experienced person was another significant benefit for the teachers.

Increased Cluster Collaboration

The Professional development workshops provided the forum to establish the collaborative culture across the cluster that progressed throughout the project. This created an efficient working group which lead to the sharing of units of work, resources and responsibilities to achieve the goals of the project. The links between the secondary school and the primary schools have had many positive and ongoing benefits for all involved.

Support in the Classroom Using Teacher Associates

La Trobe University has an education faculty at its Mildura Campus. Fourth year undergraduate trainee teachers were invited to join the project and provide support to teachers and students. The undergraduates were provided with Professional Development by the Forensic Expert in relation to content and the secondary school Science Coordinator provided valuable training in experimental techniques.

This activity assisted the ASISTM project by providing worthwhile support to teachers and students, further more the undergraduates obtained invaluable experience and knowledge for their future career. Links were also established that have created the opportunity for employment for graduates in 2009. It is envisaged that the collaborative partnership between the Education faculty of the University and schools will continue with the University increasing the number of science modules for their Education under graduate students to complete during their degree.

Engaging Students in a Scientific Process

A focus of the project was to engage both the primary and secondary students in the project. The structure of the project was to teach the Forensic unit during term 2 to the Year 10 science classes. The teachers were supported by the Network Science Educator and a Network coach. Once the Year 10 students had developed an understanding of the topic, they worked with their teachers to develop mini-lessons for the primary students, based around solving a crime. A crime scene was developed that focused the learning of the mini lessons to be used to solve the crime. Local police visited the schools to link the unit to real life and provide additional input to the content.

Outcomes

The enactment and consequential investigation of the crimes was a culmination of the project. This activity brought together all the learning that the Primary Teachers, Secondary Teachers, Teacher Trainees, Year 10 students and Primary students had undertaken. In addition it provided the Year 10 students with a real purpose for their learning and gave them responsibility for the learning of others. The primary students were given the opportunity to learn science by being engaged in a way that they previously had not experienced and their responses were overwhelmingly positive. Teachers now have an engaging unit of work to continue with and have developed a model for working collaboratively between secondary and primary schools. The primary teachers have also increased their confidence in experimenting with how to teach science.

A consequence of the project is that the secondary college has implemented the forensic unit for most of the Year 10 science students due to the increased engagement and enthusiasm displayed by students who were traditionally disinterested in science. The forensic unit has shown it has the capacity to engage both all types and levels of students.

Further Information

Project Coordinator: Damian Hallinan

Maths/ Science Educator

Sunraysia Mallee Schools Network

Email: hallinan.damian.j@edumail.vic.gov.au

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