Forensic epistemology: testing the reasoning skills of crime scene experts

Illes, Mike; Wilson, Paul J.; Bruce, Cathy

doi:10.1080/00085030.2019.1664260

Cited by 9 publications

(5 citation statements)

References 47 publications

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“…The LCTSR was chosen as scores could be compared to past results as it had been used in multiple contexts (e.g., Al‐Balushi et al, 2017; Ding, 2014; Illes et al, 2019), and it contained items focused on different disciplines (Opitz et al, 2017). In addition, it had been validated in multiple studies (e.g., Lawson et al, 2000; Muslu Kaygisiz, et al, 2018).…”

Section: Methodsmentioning

confidence: 99%

The effects of modeling‐based pedagogy on conceptual understanding, scientific reasoning skills, and attitudes towards science of English learners

Malone

2023

Science Education

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The use of scientific modeling has been shown to be highly effective in the learning of science content in multiple disciplines for non‐English Learners (EL). However, the benefits of using this pedagogy with ELs have not been heavily explored. This article discusses the use of modeling‐based evolution and population ecology pedagogical units in a sheltered biology high school class for ELs. A sheltered EL class is one where only ELs are enrolled and they learn both language and science concurrently. This article specifies the at the scaffolding used to adjust the pedagogy for this unique set of students. The effectiveness of this method was assessed using a convergent mixed method case study design. Data was collected using assessments in content, scientific reasoning and attitudes towards science (i.e., self‐efficacy, fascination, and valuation of science) as well as teacher interviews, and classroom observations. The cases were an EL modeling‐based sheltered biology class, and two non‐EL inquiry‐based biology classes, all at the upper secondary level. The EL modeling cohort achieved posttest comparison content scores that were not significantly different from the non‐EL cohort and significantly higher posttest scientific reasoning scores. The effect sizes in both of these cases were much larger for the EL cohort. The affective assessments demonstrated intriguing results with the EL cohort having a greater fascination with science than the non‐EL cohort but a decline in self‐efficacy. Both cohorts valued science to the same extent. This methodology holds promise in helping to decrease the science gap between ELs and non‐ELs taught with inquiry‐based pedagogies.

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Section: Methodsmentioning

confidence: 99%

The effects of modeling‐based pedagogy on conceptual understanding, scientific reasoning skills, and attitudes towards science of English learners

Malone

2023

Science Education

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“…• Advanced observation skills (Chang & Tsai, 2022) • High-level scientific reasoning skills (Illes et al, 2019) Communication and interpersonal skills…”

Section: Skill Cluster Amentioning

confidence: 99%

“…a Skill sets are listed alphabetically as they are all given equal weight in terms of importance. b Original findings from Kelty et al ( , 2017 The empirical studies that met inclusion in this review are: Adderley & Bond, 2008;Almazrouei et al, 2020;Chang & Tsai, 2022;Craven et al, 2022;de Gruijter et al, 2017;de Roo et al, 2022;Gardner et al, 2019;Illes et al, 2019;Kelty & Gordon, 2015;Kruse, 2023;Mousseau et al, 2019;Mrevlje, 2015;Sievers, 2020;Sollie et al, 2017;Tehrani, 2023;Vivona, 2014;Wyatt & Wilson-Kovacs, 2019.…”

Section: Moving Forward and Conclusion: Recruiting And Developing Top...mentioning

confidence: 99%

“… e The empirical studies that met inclusion in this review are: Adderley & Bond, 2008; Almazrouei et al, 2020; Chang & Tsai, 2022; Chowdhury, 2021; Craven et al, 2022; de Gruijter et al, 2017; de Roo et al, 2022; Gardner et al, 2019; Illes et al, 2019; Kelty & Gordon, 2015; Kelty et al, 2012; Kruse, 2023; Mousseau et al, 2019; Mrevlje, 2015; Sievers, 2020; Sollie et al, 2017; Tehrani, 2023; Vivona, 2014; Wyatt & Wilson‐Kovacs, 2019. …”

Section: The 2023 Comprehensive and Updated Skill Set Of Top Csesmentioning

confidence: 99%

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Identifying the critical skillset of top crime scene examiners: Why this matters and why agencies should develop top performers

Kelty

Ribaux

Robertson

2023

WIREs Forensic Science

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Processing a crime scene is complex. When scenes are processed well, higher quality specimens can be detected and collected. Inadequately managed scenes increase risk of ineffective investigations and poorer justice outcomes. Government reports from around the world have stated that some crime scene examiners outperform their peers. If processing a crime scene is vital for optimal outcomes, then who should we employ, and train, for this complex and challenging role? What skills do they need? In 2010, the seminal work into the technical and non‐technical skills of top crime scene examiners commenced in Australia. This team used empirical techniques from occupational psychology and business management to identify a cluster of 7 key cognitive, social, leadership skills, and technical/scientific knowledge to develop a profile of top crime scene performers. This work was published in a series of papers between 2012 and 2017. In 2023, the original work was combined with current international empirical findings to build a robust, comprehensive, and more generalizable picture of the holistic skillset of top crime scene examiners. The rationale for developing a skillset is to assist forensic agencies to create targeted recruitment procedures and inform the content of early career training programs for their crime scene teams. With recruitment and training done well, organizations are better placed to attract, develop, and retain personnel with potential to excel in complex roles. When top examiners attend scenes, it is possible the risk of poorer justice outcomes arising from crime scene work could be reduced.This article is categorized under: Forensic Science in Action/Crime Scene Investigation > Crime Scene Examination Forensic Science in Action/Crime Scene Investigation > Education and Formation Forensic Science in Action/Crime Scene Investigation > From Traces to Intelligence and Evidence

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“…Dans la police, on est en mode rétroaction tout le temps, tout le temps. (Crispino, 2008;Illes et al, 2019aIlles et al, , 2019bRibaux, 2014;Roux et al, 2018). À ce propos, les compétences attendues des inspecteurs scientifiques par les cadres policiers de la Suisse romande s'apparentent largement à celles recherchées chez les analystes en renseignement selon Fortin et al (2019).…”

Section: La Culture Et Les Interactions Avec Les Pairsunclassified

La science forensique et la police scientifique selon des dirigeants policiers du Québec et de Suisse romande : une étude de cas comparative

Mousseau¹,

Baechler²,

Ribaux³

et al. 2022

CrimRxiv

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License: Creative Commons Attribution 4.0 International License (CC-BY 4.0) CrimRxiv La science forensique et la police scienti que selon des dirigeants policiers du Québec et de Suisse romande : une étude de cas comparative 2 CrimRxiv La science forensique et la police scienti que selon des dirigeants policiers du Québec et de Suisse romande : une étude de cas comparative 3 Mots-clésGestion policière ; culture policière ; culture forensique CrimRxiv La science forensique et la police scienti que selon des dirigeants policiers du Québec et de Suisse romande : une étude de cas comparative 5

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Forensic epistemology: testing the reasoning skills of crime scene experts

Cited by 9 publications

References 47 publications

The effects of modeling‐based pedagogy on conceptual understanding, scientific reasoning skills, and attitudes towards science of English learners

The effects of modeling‐based pedagogy on conceptual understanding, scientific reasoning skills, and attitudes towards science of English learners

Identifying the critical skillset of top crime scene examiners: Why this matters and why agencies should develop top performers

La science forensique et la police scientifique selon des dirigeants policiers du Québec et de Suisse romande : une étude de cas comparative

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