Forensics, 10/2004

Total responses so far: 482

1. What grade do you teach?

• IT EXCITES THEM WHEN THEY GO THROUGH A SERIES OF INVESTIGATIONS TO SOLVE A CRIME. THERE'S JUST SOMETHING ABOUT "WHO DONE IT"
• they want to know how and think they know the answer quickly but soon realize that people have other opinions that may be right that they didnt think of so they have to use science to determine who is correct
• Students who take traditional science classes are extremely interested in forensic applications of what they are learning: it adds a whole new level of internal motivation. I'm currently teaching a forensics class, and over 75% of the students who elected to take it cited, on an entrance survey, CSI and CSI-like shows as their reason for their interest in the class.
• More students electing to take science courses in high school.
• in discussions about Forensics they frequently cite things that have happened in the CSI episodes
• STUDENT STATEMENTS
• they like to act out the mysteries
• many want to be forensic scientists now and can see how science applies to them personally. I especially like that they show some inquiry skills -kids just don't think they need them.
• They want to know if the techniques and equipment on the shows is really what is used in CSI units.
• Science has become an interesting subject - a way to solve a puzzle
• They seem much more interested in how science works. The few activities that I have incorporated so far have drawn much more interest than the standard AP Biology labs.
• Some kids want to be forensic scientists.
• The students watch the programs, relate the school work from Anatomy and Lab work to the reality of the program.
• They are more interested when they can see the television show evolve from a murder or crime to finding how who did it. They think that the technology used on these television shows are amazing and they all want to use them.
• they are more interested in finding out "how do you know that"?
• Kids love the unknown and to solve mysteries. They sometimes consider crimes to be a game.
• They wanted a course on forensics.
• We use for a half year in Unified Science. Students do not cut class and come prepared.
• They are more interested in DNA, fingerprints, and other technologies used in Crime Labs.
• they like to talk about mysteries and how science helped solve them.
• Whether they should or not at this age, they are watching the shows and intrigued by the mystery and the gore. It is just fascinating to them. In response to the question below (#7)...I am very sensitive to parents and make sure not to include scenerios that are too violent or unsettling. Mostly, we work through a scenerio created from circumstances around us at the time and we "leave" evidences which they can easily test (hair, black ink, white powder, etc.)...the culprit is usually a popular, fun teacher who pulls off a good show themselves!...ha!
• career-related interest. They like seeing "gross" things and we can point out how important science is in these cases
• Because they see the application of science & because they are already interested in many of these TV shows so using them is simply a way for us to teach through using what they are already interested in.
• Given a reason to pay attention in class--for future ocupation--useful in life
• when ever I mention it as an example or something like that the students get excited.
• They want to know how the crimes are solved. So they are curious about the experimants conducted.
• greater interest in the technology
• they are excited to learn about the technology
• They are more interested in investigating, using the scientific method, etc
• students express interest in career
• They see how science and the scientific method are used in "Real Life"
• MANY WANT TO DO FORENSICS TYPE ACTIVITIES
• they see cool tools used to solve puzzles. What could be more exciting! We are asking the school board to let us teach a forensic science class next year. I went to the forensic scince conference for teachers in St. Louis this summer. WOW!
• they want to know how it works and check to see if they understand what they've watched.
• They are thinking about career choices and this really fascinates the students.
• I know my students talk about the shows that they have seen and then use this information to solve their own crimes.
• Students want to know more about the "why" and "how" of life.
• I have a Forensic Class this year.
• I have a Forensic Class this year.
• I have a Forensic Class this year.
• I have a Forensic Class this year.
• They may not have understood all the scientific principals but are now interested in knowing the why and the how of investigations. This has shown them how science plays an integral role in "real life."
• they think it's cool
• Students like the mystery of solving crimes.
• They want to do forensics
• Students are naturally curious investigators and always ask "why?". The "whodunit" format behind the forensic-based shows are designed to attract the curious and gives the perception that looking for clues and solving crimes is exciting. The downside, though, is that these shows arent realistic in their protrayal of forensic science investigation. Not all evidence falls into place in 60 minutes, and will require tenacity to get the job done.
• Students are asking questions about the actual scientific procedures being used to identify substances.
• They talk about it and ask if they can do similar investigations.
• The students are interested in how the scientists find DNA in hair, blood, thread, carpet fibers and so on. They are more interested in looking at finger prints.
• They are able to see the power of sciene, as well as how it is "done"
• science of death and the unknown. They are curious
• More Students excited about how I am teaching and using forensics in the classroom for our science classes. As well as how collaboration must exist between AP Biology, Chemistry and Anatomy & Physiology classes
• Gets them to inquire more and they now have at least an idea of some of the tough terms to explain. (ex. DNA)
• They realize the importance of scientific method in labs.
• They realize the importance of scientific method in labs.
• The shows are interesting and spur a mystery side of students creativity. The forensics shows usually deal with something (death, murder, kidnapping) that is intriguing to students.
• several of my students are applying to colleges that have forensics programs
• it is a very interesting topic and they want to know everything from education to job opportunities.
• Only in the field of forensics. Students are mostly interested in DNA fingerprinting & how it's done. They still lack the curiosity in other fields of science, but crime solving interests them.
• Intrigues them to know that crimes can be solved
• It shows good science being done in the real world. It shows people using science to solve problems.
• Better awareness and mroe interest in applied science.
• interest in how the work is done, how the machines work, how to get that kind of job
• They ask questions related to DNA typing ,blood analysis, chemical analysis protocols ,chromatography.I can connect all my chemistry lessons to forensics and it helps get their attention.
• I hear them talk about forensic evidence at a level that was uncommon a few years ago.
• students come in after an episode & we talk about it
• My students think these types of shows are "cool", and watch these types of programs at least once a week.
• Curriculum includes DNA and heredity and I had the local police dept. come in and do stations with the kids on various crime scene activities. They loved it.
• When you talk about DNA they immediately talk about the show and what they have seen. It is a good starting point and students are really interested in finding out the science behind what they see. It is also fun pointing out the things that are not accurate on the show and making it more realistic for the kids.
• It has made the public more aware of how crimes are solved, and how much science is involved.
• excitement in using science, desire to know how much is real, real-life situations to use science.
• Students will ask whether certain lab techniques are possible and whether we can actually do them in our lab.
• The see how techniques and concepts learned in class are applied in real-world activities....plus the shows depict the work as glamerous (in its own way).
• More interest in the world around them. They like being "detectives"
• they want to do forensic crime labwork
• kids recognize terms, several want to be CSI investigators
• My Anatomy students have asked to have their final exam as a Crime Scene. They want to use theri skills to solve the "Who Done it" problem. Now I need to come up with a form of assessment.
• They see things on TV and come in asking how or why it works
• Realizing that jobs related to science can be "glamorous", even if it is Hollywood creating that image!
• our students LOVE forensics. It gets them more excited during genetics. Also, we have started a forensics course in our school and it is VERY popular
• They all want to catch the criminals and want to do experiments with chemicals that bring blood up to the surface after it has been cleaned up.
• It's more inquiry. Whenever students have more control over a project, the better their effort.
• There are motivated because there is mystery involved.
• Students want to learn more about DNA
• They would like to know more about DNA and how are things detected?
• It comes up in classroom discussions quite frequently.Especially during the genetics unit.
• Our forensic chemistry courses are the most popular science elective. Students love being "science" detectives.
• More students are signing up for my forensic science course every year
• I had been planning a forensic science course before CSI became popular. Our first year to offer the course was CSI's first year. Most likely forensic-based programs have added to the interest level. Many students were already fans of the existing programs like New Detectives. Our class format has also sparked student interest. Ours is more Law and Order style, b/c another teacher offers a law class at the same time I do the forensic class. We write the scenario and stage a mock murder using a manikin. Our students do the forensic investigations and put on a mock trial complete with a live suspect and "expert" witnesses.
• see the scientific method played out weekly
• Students come in with questions about the shows and ask things like: Can they really do that?, Is this related to what we are studying? and lots of times (I teach Anatomy, physiology, genetics, and microbiology) they are so excited that they know what the scientists on the show are doing and talking about because of their science classes.
• Forensics offers a problem based opportunity for students to utilize science reasoning/inquiry skills as well as content information to solve problems.
• The "mystery" involved in crime, and how it is solved
• when I include something standard such as spectrosopy into the material by alluding to a CSI program I can see that I have everyone's attention.
• More background terminology
• They recognize the term "forensic science" and associate action, adventure and yes, even science, with the term, all thanks to the t.v. shows! They are constantly watching the shows and then making connections between the shows and what they are learning in class. They get so excited!
• Overall "coolness" of being a scientist in this new era of trace evidence.
• but the afterschool club in forensics might
• i teach forensics as a full year class kids are hyped by the tv shows.. regarding question 7: parents think it 's great!
• Hollywood mkes it glamorous.
• Currently teaching an elective class "Forensic Science"
• My students desire to know how the DNA test are conducted. My students are interested in learning the process of extracting DNA, the critical analysis of the information they find, and how this information is used in the courts.
• It is visible to them
• Students are more aware and intereested in DNA and other forensic information.
• 2 full Forensics classes with many waiting to get in
• I use it as an example in many of my classes. Last year and this year I have a full couse in CSI. In this class we use techniques from CSI to understand the science. We look at the techniques and then apply them to a simulated crime scene.
• We started out by watching taped episodes in class periodically. This led to using forensic based labs with fiber, hair, and fingerprint analysis etc. It really seemed to increase the students analytical thinking tremendously.
• they are more inquizitive
• More interest in how they do things in the show.
• Students are asking more questions about connections there are hearing
• Some of them want to go into careeers in forensics.
• more knowledge about forensic topics
• There is more interest in chemistry and the importance of DNA. also, problem-solving is challenging when trying to solve a crime scene
• The solving of a puzzle, the activities, the relationships to news stories and real life
• They like to solve problems.
• Students come to class wanting to know if something is real, how it works, etc. It is totally inquiry based. It also shows science in action.
• It has increased the interest in my Advanced Biology: Forensics class, even more.
• Bring science "to life"
• Students seem eager to look at evidence and draw conclusions from data. Also, interest in DNA has increased.
• they ask questions about how certain tests are done on the shows
• The shows make the forensic field look "glamorous" while it piques student interest with clever solutions to real-world problems. (It would be nice if they could cut down on the gratuitous violence, but - unfortunately - teens are attracted to that, too.)
• By observing the process of science and scientific thinking.
• I teach a forensics course and my students are always talking about CSI and asking if the techniques they use are real. It opens the door for some good discussions.
• MAde it more interesting, more real
• the students see how they can apply what they have learned in the three major deciplines
• They see actors using "real science" to solve a mystery. They want to know how much of it is true, not true etc, so it opens up discussion.
• Interest in fingerprints, dna, etc.
• reading, interactive class, more datas
• I teach in a Junior Police Academy. Students that are interested in law enforcement join the Academy. We have over 370 students in this program for a school that has only 1800 students total.
• It seems even the most "disinterested" student has seen the show and I had to start taping it because I don't normally watch TV. It gives a common ground to discuss scientific methodologies.
• we run a forensic science course at yr 11 & yr 12 is in the planning stage
• Just a general increase of awareness of how science is present in everyday society
• because it shows how even small evidence can confict criminals. Demonstrates that there is not a perfect crime. That there is always evidence left at the crime scene, and its the job of the forensic team to find it. It also show students how to problem solve.
• Students love solving crimes and writing about them. I have also published a book about integrating English and Forensic Science. See my website at http://www.wiley.com/WileyCDA/WileyTitle/productCd-0787969931.html. My own website is ekhein.com. Thanks for promoting forensic science in the classroom!!
• Exciting drama sells and Kid like the shows.
• They tell sotries about the types of testing that they see on tv. They want to know if they will be doing anything like that. They want to know if the jobs and the science that is portrayed is real.
• They think that solving crimes is cool. Unfortuantlley it is death and rapes that most of the crimes are.
• Most students want to know more about forensic science. They are interested in how they collect evidence and what they do with it.
• I work at a boarding school and the girls faithfully watch the shows during their free evening time!
• I have several students who want to become either forensic scientists, FBI officers or enter into some other form of law enforcement. Most of their interest came from these programs which they watch avidly.
• They mention the tests done on the shows, want to know how they are done, etc.
• They see relevance to the topics that they're taught in class and many have expressed interest in going into the field.
• problem solving skills are brought out when watching all the murder/mystery type shows
• It has made them more aware of the science involved.
• Probably the first time they have seen science used in the real world. I know science is more widely applicated than in CSI, but it presents science in a non-suttle way.
• Our school incorporated a one semester forensics class this year as an elective.
• They want to repeat the experiments that they see
• It seems to make them feel a little more connected to what the teacher is talking about in science class. When they actually see it on T.V. or have some knowledge base about a topic, discussions in class are a lot more in depth and a lot more fun for the students and for me.
• Because of the program, they all want to be detectives.
• Students see these shows as real life not fiction. They also like a show that causes them to think and try to solve the mystery before it is revealed on the show.
• Students get to take part in some similar tests they've seen practiced on the television program and they feel like 'experts' as they undertake their duties.
• It looks interesting and it is something that you can really do.
• Only a few of my students seem to watch. Perhaps they are the wrong viewer group.
• Created a "Forensic Science" 3rd year science course to offer students
• They want to become forensic scientists.
• My kids are enthralled when we do forensics in class - I usually do 2 major units each year! They love the scientific testing, the thinking, and the conclusions they reach - they love being 'real' scientists
• Students spend many hours in front of the television and then spend time discussing these shows with friends. It seems that CSI is a popular show so its what the kids are watching. If you relate your lesson to the popularity of the show you can hook them. Once you hook them you have them.
• They love the shows that portray forensics like solving a mystery. Students like problem solving and the eventual "who done it" format.
• they are interested with the whole process of how the crime scene investigation is played out.
• My Forensics classes are full, with very interested students.
• that see it as something exciting and "flashy"
• We now have a new Forensic Science class.
• They are much more aware of science in everyday life.
• We discuss current shows when we do our forensic science unit. In reference to question #8, why buy when there are so many web sites full of free information. Why not list them for free and be a real service to education?
• Questions are raised in class concerning laboratory techniques.
• Students are asking questions such as "is that really possible to do?"
• students find a new "use" for science, they like to solve puzzles, think critically about the outcome
• ask more questions and the shows allow me a spring-board for ideas even though I don't use the actual videos in the classroom
• increased curiosity
• They enjoy applied science and mystery.
• They use the inquiry process more often.
• evidence is now looked at as a possible way to further someone's hypothesis and eventually a theory
• they are excited about coming to class and eager to learn more about this topic
• I think that shows of this type have helped to remove some of the stereotype associated with scientists. Students now see scientists as "cool"! In addition, my students come in daily with questions about what they have seen on shows of this type.
• Student's are very interestedn lab activities that involve solving a crime. In grades 4,5, and 6, we did a group science project that involved solving a crime. They loved it, and our parents did too!
• They see science as exciting and intriguing.
• They have a little more knowledge of how concepts and facts could be seen in the "real world" outside the classroom rather than leaving what they have learned in class at the door. What is real is usually more interesting.
• many want to become forensic chemicts or better reception to forensic labs
• Many of the motivated and brighter students watch and pay attention to details of such TV shows, but unfortunately, the students I'd like to somehow motivate don't.
• they want to know more to understand how to tell hairs apart, even the gt 5th graders understand blood typing. I ended up writing a book - listen to the bones for they can tell secrets, which I tested and plan to publish
• students are interested in careers in this field
• It makes science principles more applicable to life for them
• Students are constantly mentioning shows one in particular-CSI
• the real life applications
• They are more aware of forensics and how valuable science is, and how practical it can be
• Students realize that JOBS exist for people with science backgrounds. Students enjoy solving puzzles...
• exposure
• The link to action shows where the action is problem solving is cerebral is very new to them. We talk about CSI in Chemistry. They helped set up a field trip t our county CSI Lab.
• get are engaged in real crime scene investigations
• They may recognize the significance of sicence applied to problem solving in real life.
• They basically want to disprove what they've seen or they want to reproduce it in class or for a independent project
• By being exposed to the excitment and thrill of crime solving and crime solving technologies.
• they see real life application. they enjoy the show and the contemporary stories.
• It has reinforced the idea that science is important and useful. I feel they have a better idea of how to use science on the job.
• relevance to the real world
• The TV shows reinforce the science concepts I teach in my Forensic Science classes.
• More students are watching it and are interested in the field of forensics.
• In a special program in our school called Winterim, students are able to take special interest courses for three weeks. I have taught a forensic science course for five years, and the interest in the course continues to increase.
• More awareness
• They have become more interested in lab techniques used to solve mysteries. It makes science relevent.
• Students watch alot of tv and are always asking questions based on shows like CSI. They love having a mystery to solve and all the lab work.
• Interest science since it relates to real world applications. They see scientists in a more glamourous and exciting way.
• Interest science since it relates to real world applications. They see scientists in a more glamourous and exciting way.
• My have been interesded in finding out how it all works. They are intriqued how the scientists can solve a crime with just scientific testing and evidence.
• They are seeing first hand how science is relevant to their llives.
• They often come in class talking about episodes from the night before, things they learned or found interesting.
• They ask more questions.
• They don't think science is useless to their lives, or only geeky kids like science
• They have exposed the public a science-based career that was not widely known.
• They want to be detectives,too.
• they are asking if we will do labs on forensics
• They are curious about crime scene investigation and many think that they want a career in forensic science.
• Students want to experience some of the scientific techniques they've seen on TV. These provide inspiration for "digging a little deeper" into the explanation of how these methods work.
• I have students who say CSI is their favorite show and when I do a culminating forensics unit at the end of the school year, they are very excited.
• My students ask me weekly if we can perform a lab that involves fire, chemical reactions, etc. I do not know where these 8th grade students would get interested if it was not through television shows. It is not a common dinner table discussion topic!
• The students ask questions about procedures they have seen on TV.
• I have started a forensic science unit this year and my students are really excited. They can't wait to get the basics so that they can better understand how this type of science works.
• Made them more aware of this area. Students like gory and the searching for clues
• Before the shows became popular there was not much of an interest primarily because there was not enough knowledge of the subject matter. It was unknown. The shows made people(parents, students, teachers and the community) more aware and presented opportunities that didn't exist before.
• When you hear then talking among themselves about the cool effects and slick deductions, you know they are interested.
• I developed a new course, Forensic Chemistry this year and have 44 students total. Not bad for a first year course
• They have a better understanding of the scientific method and the processes necessary to adequately solve problems using evidence or incomplete information.
• Students spend a lot of time watching TV. The shows may not depict forensic science in a true light, but they are TV shows and rated and most are very highly rated.
• Much more visibility in students' eyes.
• We have a semester class in Forensic Science. It started before CSI though
• It has definitely increased students' interest in forensics, yet it has also glamorized the field.
• Students have big interest in what they have seen in CSI and ask question in class
• The show is put together well. The players always find the answer. Exciting equipment and techniques are portrayed on the shows
• they are aware of the show and interested when mentioning the science involved
• Students have expressed interest in forensics because of the show. They have decided to get into the field.
• Many are considering CSI as a career.
• Middle school students are very interested in solving crimes, especially when they are shown how it is done. They are very interested in the science of solving crimes.
• Middle school students are very interested in solving crimes, especially when they are shown how it is done. They are very interested in the science of solving crimes.
• They have always enjoyed the topic.... I almost feel like it is sooo publicized now that when we do it in class it may not be as special or different. They also want to use the fancy technology they see on TV that we don't have access to.
• questions being asked; speech being used, observations being made
• they all takl about the show and say how cool it would be to be a csi agent. I am so happy the show is popular.
• They are curious as to if what they do on TV is for real. Can they do the same tests?
• Real - life application
• Students are now very curious about the workings of crime scene investigation. They want to know what is real and what is drama. They have become critical watchers of these shows and will come into class discussing the errors being shown on TV.
• a general interest in forensics and how the science works
• They ask if events and tests are really possible and true.
• they can see thier classwork in action
• They're big fans of CSI - so it wasn't something they read about in the handbook to get them to sign up for it as it is an elective.
• Because it interest me and I pass on the enthusiasm.
• they ask questions about how they find out certain things.
• They really get into the techniques used on the shows to solve cases, and I'm able to use that interest to relate the science behind the show.
• I have two students who now plan to pursue a degree in it
• Just wanted to comment that Forensics is the study of debate. Forensic is the science area. People in this area get miffed when they see that ( s ) at the end of the word. Please correct your files before the industry sees an national science organization mis-spell their career field. Thanks
• Students see life application for what we do in the classroom. Others see it has an exciting new field of career possibilities.
• I believe the drama along with the exposuer of real life science to actually solve crimes is very interesting to our kid. It actually give a reason to "why do we have to learn this?".
• I know it has ignited my interest.
• by seeing the scientific method used in the context of a popular show and relating class concepts to the show makes a real world connection that is easy for students to follow.
• They are more engaged. I can explain first and then give them a lab. They are eager to go to the lab.
• Students relate topics covered in science to CSI-like programs often. I also do the same, to help students to understand why different topics in science are important.
• Questions, many questions followed by a healthy chatter.
• They don't know what they're seeing, but they like it.
• They are more aware of the wide-spread use of forensics and that forensics is based upon scientific principles.
• They can actually see how science is applied in daily life and help solve crimes.
• I am now teaching a forensic class for the first time this year. The other students refer to things they see on TV as we do activities in class.
• THEY ARE UNDERSTANDING HOW SCIENCE HELPS THEM TO SOLVE PROBLEMS AND HOW THE SCIENTIFIC METHOD IS USED TO SOLVE ALL PROBLEMS IN LIFE.
• I proposed and got passed a course called Criminalistics. It has grown from 1 section to 3.
• a real life application of science to solve real problems
• Many of my students want to be crime scene investigators. They see the science on the show and want to do it for a living.
• Several students have expressed an interest in majoring in clinical laboratory science in college.
• Students know about forensic science through the T.V. show and are very interested in learning about the science behind it.
• More students have an interest in science. They cite facts & methods from CSI, and ask more questions based on the current episodes. Those students are also showing greater interest in our lab investigations.
• Relevancy of content learned to life.
• Interested in how science princilples blends with forensics
• MAny more questions and discussion of the "shows"
• They get to see some of the possibilities of the technology that spins off the sciences.
• Making the connection to real-life science
• I have a few students interested in the "gory details"! Yes, there is an interest!
• Students and teachers have a 'real world' model that they can relate to
• Many, many students signed up to take a 1/2 year forensic science elective.
• They love the crime-solving labs I do.
• I conduct a forensic science day camp during the summer.
• They watch it and love it. It has good science, even though the content is sometimes not fitted for kids.
• Science Olympiad ignited our interest in forensics with Science Crime Busters over a dozen years ago!
• Solving a mystery has always been exciting. The TV shows have brought science to the forefront and tweeked the interest of students. This is one way in which science is used in the real world.
• Now it looks "cool" to do science.
• More background knowledge
• It generates discussions about topics we are studying.
• It has increased interest level in science and also has sparked an interest in career potentials.
• They're interested in the questions and details of crime scene situations
• They are consistantly making reference to episodes of various crime shows. They ask questions about procedures and equipment they see and many of them are now taking an interest in entering the world of forensic investigation as a career choice.
• Students want to know if what they see on TV is real. They are more interested in learning scientific concepts when they are applicable to something they have seen on TV or in the movies.
• We now offer a one semester course in Forensic Science.
• Science interest, especially by women students.
• Several students took summer programs dealing with forensics and now want to do science fair projects connected with forensics.
• Students interested this field of study in college
• I think crime investigations ignite interest in most of us and when students learn how much of it is science, they respond.
• We have done a forensics unit as part of our International Baccalaureate program for 6 years. The forensics programs on TV have augmented what we started.
• They are more interested in the "how" and "Why" behind the scenes.
• Forensics interests them
• Kids talk about the "cool" instruments that CSAI uses to solve the mysteries.
• I've had many students say that working in forensics is a career goal. People enjoy problem solving.
• they enjoy watching and hearing the lab work
• High level --gets my freshman motivated. Those that hate science, love forensic science
• It has legitimized the use of rational linking of perp with scene, instead of revenge, violence, etc.
• As they watch the programs on TV my students begin to use the knowledge of Science that they have. They enjoy seeing if they can solve the investigation before it is shown on the TV.
• It has made it cool to learn about. Also, more kids than before have indicated an interest in a career in forensics.
• They talk about it in class
• Students are very interested in doing any activity that has ANY forensic angle. Students frequently come in asking questions about something they've seen.
• The student's have seen the techniques on television and can now reproduce them in the classroom. There is always that fascination with crime and mystery. I try to select local crimes to draw their interest even more.
• Students would like to do forensics in the classroom
• Sometimes kids recognize the similarity of what we're doing to what happens on the TV shows, and it is exciting to them.
• I also work with the county as a deputy county coroner. I relate some of my investigations to my students(names are not disclosed). It does peak their interest.
• They all love CSI. We now do a lab like a criminal case.
• I think it becomes relative when doing a genetics content area. Students understand the process of DNA identifies
• they want to learn how the CSIs do their job and what science they need to know in order to do their jobs.
• The students see the prevalance of science concepts more on television with all the crime shows than ever before. Once they connect science to real world concepts they are interested because there is a reason for them to learn science.
• The students see the prevalance of science concepts more on television with all the crime shows than ever before. Once they connect science to real world concepts they are interested because there is a reason for them to learn science.
• Students think that they want to be crime scene investigators. Generally, they mean they want to be out there working the crime scene. Fewer of them mean they would like to be analyzing the evidence in the lab. It is a good way to keep them interested in science or to see that it can be applied to something real. Plus, they like all the blood and guts!
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