One of the most famous criminal investigations involved the use of forensic geology to assist law enforcement agencies in the homicide case of the Italian honorable Aldo Moro. Notwithstanding this important tribute to forensic geology, in Italy, the role and value of using geological and soil materials (known as earth materials) to support law enforcement agencies in solving criminal investigations remain uncommon. This absence may be due to few educational courses for geology undergraduates/graduates devoted to laboratory and field training in forensic geology. The flipped classroom model may encourage a modern educational approach for teaching and learning forensic geology. The designed flipped classroom model applies theoretical concepts for forensic geology, which is learned by the attendees at home, whereas the class activities are devoted to laboratory and field experiences assisted by teaching staff. The laboratory activities involve techniques for collecting geological trace evidence and comparing color/sedimentological/mineralogical/microfossil features, whereas the field experiences consist of sampling strategies, search activities for burials, and field surveying. This approach has been trialed by the Messina University since 2014 and represents a successful tool for multitasking teaching and learning aimed to further develop forensic geology, encourage the inclusion of forensic geologists within the police enforcement in Italy, and improve the knowledge of law experts such as prosecutors and defense lawyers.

Advances in Flipped Classrooms for Teaching and Learning Forensic Geology

Roberta Somma
2022

Abstract

One of the most famous criminal investigations involved the use of forensic geology to assist law enforcement agencies in the homicide case of the Italian honorable Aldo Moro. Notwithstanding this important tribute to forensic geology, in Italy, the role and value of using geological and soil materials (known as earth materials) to support law enforcement agencies in solving criminal investigations remain uncommon. This absence may be due to few educational courses for geology undergraduates/graduates devoted to laboratory and field training in forensic geology. The flipped classroom model may encourage a modern educational approach for teaching and learning forensic geology. The designed flipped classroom model applies theoretical concepts for forensic geology, which is learned by the attendees at home, whereas the class activities are devoted to laboratory and field experiences assisted by teaching staff. The laboratory activities involve techniques for collecting geological trace evidence and comparing color/sedimentological/mineralogical/microfossil features, whereas the field experiences consist of sampling strategies, search activities for burials, and field surveying. This approach has been trialed by the Messina University since 2014 and represents a successful tool for multitasking teaching and learning aimed to further develop forensic geology, encourage the inclusion of forensic geologists within the police enforcement in Italy, and improve the knowledge of law experts such as prosecutors and defense lawyers.
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Utilizza questo identificativo per citare o creare un link a questo documento: http://hdl.handle.net/11570/3235649
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