Science and technology are potent tools that can be utilized to aid and accelerate the economic development of a country. In turn, the quality and quantity of scientists in any nation who can effectively harness the technology for the common good are largely determined by and dependent on the level of science and mathematics education available to the youth. The Philippines continues to face many challenges in increasing the level of science and mathematics education in schools, particularly those which form part of the public school system. These challenges include misconceptions of topics included in the school curriculum since many science teachers are not science majors; lack of ICT (information and computer technology) and laboratory infrastructure in many schools; large student numbers per class which result in insufficient teaching resources and teaching staff for each student; low level of science literacy among teachers and students; inadequacy of assessment methods for evaluating school performance; and insufficient interaction between teachers and science professionals, e.g., research scientists, which does not help in promoting a research environment in schools.
To improve science and mathematics education, the Philippine government has taken positive and concrete actions through the allocation of scholarships to bright students who enroll in science courses, through the funding of teacher training programs and through the identification of Regional Science and Technological Centers (RSTCs) that could provide consultants for topics which are “least learned†or “least taught.†The continuous support for the Philippine Science High School system is a concrete example of the national government’s commitment to enhancing the science and mathematics education within the public school system. However, the bulk of the responsibility in improving science education remains with science teachers who face these challenges daily.
Forensic science or forensics is defined by the American Academy of Forensic Sciences as the “application of a broad spectrum of sciences used in public, in a court or in the justice system for the good of society, public health and public safety.†These sciences are classified into 10 divisions, namely criminalistics, engineering sciences, general jurisprudence, odontology, pathology/biology, physical anthropology, psychiatry and behavioral sciences, questioned documents, and toxicology. Hence, forensics covers all fields of scientific interests. Initially, forensic evidence was used in proving the guilt or innocence of an accused individual involved in a criminal case. However, the role of forensic sciences in the civil justice arena has expanded to include disputes in paternity, maternity, kinship and associated issues as well as in a regulatory framework, e.g., violations in the marketing of food, manufacture of medicine, use of enhancing drugs in sports and in the sale of endangered species.
A forensic scientist must possess intellectual curiosity and an analytical mind, must have good speaking and writing skills, and must display objectivity in his work. He must abide by stringent quality control in handling different types of samples and information, observe accurate record-keeping and data management, in order to document all that is necessary in any given case. He should be able to apply the scientific method in any investigation.
Public interest in forensics has grown rapidly in the last 10 years due to television shows such as CSI (Crime Scene Investigation), Law and Order, Cold Case, Bones and Criminal Minds, that make use of fictional characters and cases to show that the appropriate and timely use of forensic evidence can be used to solve crimes, and obtain justice for victims. The Philippine counterpart television show — SOCO (Scene of the Crime Operatives) — slightly differs from these foreign shows because it tackles real cases through a series of reenactments and narratives. Nonetheless, the continuous airing of foreign and local shows, as well as their reruns through several seasons underscores their popularity in the Philippines.
Given this scenario, classroom activities should be organized to capitalize on the interest of students in forensics and teach scientific concepts beyond the traditional classroom and laboratory environment. These activities should use integrative learning practices to teach problem solving skills which are inquiry based, participatory and hands-on. Students can select as investigative projects those topics which are relevant in their local communities. Teachers must stress the importance of using the scientific approach wherein data generated or gathered would be scrutinized for their scientific validity as well as their ability to withstand legal and ethical questioning.
Students should be encouraged to use different ICTs, e.g., TV and radio broadcasts, computers and Web-based resources, as learning tools, when these are available. Students should be encouraged to formulate creative strategies to ask relevant questions, to test their hypotheses and to interact with different groups who could provide the “evidence†they require. Evaluation of the student’s progress may be in the form of a scientific report that could be presented in a moot court. If a project is of particular interest to the community, e.g., investigation on the loss of endangered bird species from their natural habitats, then results of investigative projects may be channeled to the appropriate local agency or university for further research. Alternatively, teachers may choose to use cases reported in both broadcast and print media, and help focus the attention of students toward the need to apply rigorous science to aid in the search for truth and the fair administration of justice, rather than on the more sensational aspects of such cases.
Teachers have a special role in influencing the youth to aim for high ideals, making use of the formative aspects of learning by enthusing students to make use of what they know in order to help make the world a better place. In studying forensic science, teachers and students would come face to face with realities resulting from criminal activities, greed for money, power and glory, or internal conflicts within families. Teachers should be able to make use of such situations to help young people to learn life’s lessons by defining the root causes of problems identified in any given situation. More importantly, teachers must work with the students in formulating solutions, opening the minds and hearts of the youth to understand the complexities of human behavior. Students must emerge from class realizing that the applications of knowledge, including scientific knowledge, learned in classrooms can improve the quality of his/her own life and those of others in his/her community.
The introduction of forensics in science education could help students realize that science has practical applications beyond the classroom and the laboratory. This would encourage more students to take up science as a career and foster an environment of science at the service of society.
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The author is currently teaching Biology 397 or the Forensic Biology Seminar Series at the Institute of Biology, University of the Philippines Diliman campus. This course is offered once a year for graduate students. This year, the class organized the first forensic symposium with the concept of “Grads for Grads†wherein the target audience were graduate students who are interested in the forensic sciences. The symposium entitled “Forensic Science in the Philippines: Status, Challenges and Opportunities†was held last Feb. 11 at the Natural Sciences Research Institute in UP Diliman. For more details, e-mail at mariadeungria@gmail.com. or check https://www.facebook.com/DNAForensicAndEthnicity. E-mail at mariadeungria@gmail.com.