Advances in Flipped Classrooms for Teaching and Learning Forensic Geology

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.

The geological heritage of the historical collections of the University of Messina

“…The new advances in the geoconservation of the geological heritage consist of 3-D models of macrofossils, such as vertebrates, giant ammonites, or dinosaur imprints [9], using laser and blue light structural scanners. These techniques are very useful because they consist of non-destructive methods that guarantee high standards of accuracy, speed, and low costs [10], [11].…”

Finding the here in where: Keatley’s Winthropping in missing persons and no-body homicide cases

“…Training individuals in Winthropping, forensics, and clandestine grave locations is something that is paramount to the further development of the areas [ 2 , 15 , 43 ]. Several police departments and university groups have begun collaborations that are showing promising leads already [ 2 , 43 , 44 ]. Novel teaching practices like flipped classrooms can also help with developing skillsets and applied understanding [ 43 ].…”

“…Several police departments and university groups have begun collaborations that are showing promising leads already [ 2 , 43 , 44 ]. Novel teaching practices like flipped classrooms can also help with developing skillsets and applied understanding [ 43 ]. The benefit of Keatley’s Winthropping is that it can be taught and developed, as shown in a recent publication wherein ‘lay experts’ showed advanced skills in the Winthropping techniques [ 16 ].…”

“…This is where advanced mapping and scanning techniques may be useful [ 19 , [45] , [46] , [47] ]. For example, Somma and colleagues [ 19 , 43 , 48 ] across several publications have been developing Geographic Information System (GIS) approaches to scanning wider areas for clandestine graves. It may be that Keatley’s Winthropping outlines a type of place a body may be hidden, and GIS approaches further narrow down the search [ 19 , 49 ], perhaps using the Red-Amber-Green (RAG) prioritization approach.…”

Tracking the Route Walked by Missing Persons and Fugitives: A Geoforensics Casework (Italy)

“…Further implement scientific and didactic initiatives on forensic geology [108][109][110][111][112][113].…”