Abstract

Traditional didactic approaches often fall short in preparing students for real-world minutiae, such as scientific communication. After the pandemic, it is evident students are struggling with communication skills. However, the vital skill of communication is still pertinent in academia and the workplace. This study uses the jigsaw teaching method, inspired by the jigsaw puzzle concept, to enhance communication by organizing students into groups responsible for mastering specific aspects of a case study. Despite the jigsaw methods effectiveness in various educational settings, the integration of the method into the subject of forensic science, particularly in dissecting case studies, remains underexplored. In the study, a total of 86 forensic science students across three years of study were asked for feedback (using the Likert Scale) after studying a case using the jigsaw methodology. The students indicated a positive response overall, with an average rating of 4.01 out of 5 for the six questions asked based on improvement of their skills. Notably, students demonstrated better understanding of communication in forensic science, and acknowledged the method's contribution to improving peer communication in forensic science (average rating 4.09). Student comments highlight a generally positive experience, though concerns about group dynamics and engagement surfaced. Ultimately, the Jigsaw teaching method holds promise for elevating the quality of forensic science communication in the face of evolving challenges around student engagement. Incorporating the methodology into an assessment-based practice could be the way forward to help students overcome anxiety-inducing assessments, such as traditional oral presentations, as smaller groups are used within this methodology.

Keywords

References

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