Teaching Physics Concepts by Using Forensic Real Life Activities

Singha Prasitpong, Ratchapak Chitaree

Abstract


The purpose of this study is to construct hands-on activities based on Forensic real life situations to teach Physics concepts. These Forensic Physics activities focus on both analysis and synthesis process for authentic problems. Examples of these activities are teaching a collision concept by using an activity about skid marks from vehicle accident, including the reaction time; teaching an electromagnetic waves concept by using an activity about the UV analysis of fingerprint on bank notes; and teaching a sound concept by using an activity about the voice identification. Moreover, we integrated all previous Forensic Physics ideas into the crime scene investigation activity for challenging students to solve the problems as well as reorganizing their knowledge. In our preliminary study, these Forensic Physic activities were used with 13 senior university students in Physics discipline, after that we evaluated students' attitude relevant to self-confidence, value to society, and desire to do Forensic Physics by using the modification of the Modified Attitudes Toward Science Inventory (mATSI) (Weinburgh and Steele, 2000). Results revealed that more than 80% of these students have high self-confidence (high level of Likert-scale) about performing Forensic Physic activities, are aware in the value of Forensic Physic to society in high level, and desire to do Forensic Physics in high level. Ultimately, an average achievement score of these students is more than 80% (A standard deviation value equals 6.2%).

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