Citation

Illes M, Wilson P, Bruce C. Forensic Sci. Int. Synergy 2020; 2: 51-59.

Affiliation

School of Education, Trent University, 1600 West Bank Drive, Peterborough, ON, K9L 0G2, Canada.

Copyright

(Copyright © 2020, Elsevier Publishing)

DOI

10.1016/j.fsisyn.2019.11.004

PMID

32411999

PMCID

PMC7219189

Abstract

This is the third in a series of articles reporting on forensic epistemology. Our first two research articles presented scientific results that are based in experimental design; including quantitative and qualitative responses from forensic science practitioners to scenarios and evidence. Based on a synthesis of this research there is evidence of a knowledge gap in formal reasoning for some forensic practitioners, and a limited understanding of case-specific research. Combining these results with a review of the current literature in the field of forensic reasoning, we now offer evidence of teaching and research strategies that can help increase the epistemic status (Confidence in, and justification of knowledge) of forensic science claims. This paper focuses on an integrated narrative review using hermeneutic methods of analysis to identify: (i) the epistemic state of forensic science; (ii) strategies to increase of knowledge; (iii) the need for collaboration between practitioners and academics; and, (iv) areas for future research.

© 2019 The Authors. Published by Elsevier B.V.

Language: en

Keywords

Deep learning; Experimental research design; Forensic epistemology; Pedagogy; Problem-based learning