Uncovering the evidence: An innovative board game approach to teaching Forensic Sci-ence through active learning

Resumo

Introduction: The use of innovative pedagogical resources in teaching, framed in the set of methodologies of the so-called active learning, promotes the understanding of scientific concepts, while motivating their effective assimilation. The use of pedagogical strategies in this domain, including gamification, has been increasing in recent years, proving to be efficient in several areas of knowledge. However, in the field of Forensic Sciences (FS), few have been applied [1] [2] [3].
Objectives: In this sense, the present research work had the main goal of developing a pedagogical board game prototype integrating several FS areas, enabling the teaching of relevant concepts of this domain, and increasing the interest and motivation for learning.
Material and Methods: Methodologically, it was specified that the game would be limited to some areas of FS with potential to raise more interest, and that the scientific component should always be at the base and construction of the ludic component. In this sense, a scientific literature review was carried out to, on the one hand, select the relevant information for each FS area, presented to the player in the form of notes with fundamental points, and on the other hand, produce expert evidence, that the player can properly interpret based on the notes.
Results: To present these materials in a dynamic and interactive way, naturally compelling the player to the necessary study for that interpretation, a fictional story was developed where a crime occurs, which needs to be solved in several stages. The game prototype, entitled "THE ALMOST PERFECT CRIME", was created with original content and design, and includes 10 FS areas, involving 15 types of expert evidence, and 9 additional elements of player information, all presented in physical support inside a box. It was designed to serve a wide target audience, including students of FS and other related scientific areas, as well as the common lay citizen in the field. The elaborated board game intends to be an effective teaching-learning methodology in the acquisition of knowledge in FS, so a preliminary strategy to test its pedagogical effectiveness in the future is also presented. Building a business plan, which will support the game dissemination will be equally important, so that it can have a significant impact.
Conclusion: We expect that the results of this work will reinforce among the academic community and civil society the importance of active learning tools that concomitantly facilitate the transmission and acquisition of scientific knowledge in FS.