From Crime Scene to Classroom: Transforming Learning across Disciplines
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| Title: | From Crime Scene to Classroom: Transforming Learning across Disciplines |
|---|---|
| Language: | English |
| Authors: | Kristi Sutter |
| Source: | Voices from the Middle. 2025 32(4):29-32. |
| Availability: | National Council of Teachers of English. 1111 West Kenyon Road, Urbana, IL 61801-1096. Tel: 877-369-6283; Tel: 217-328-3870; Web site: http://www.ncte.org/journals |
| Peer Reviewed: | Y |
| Page Count: | 4 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Descriptive |
| Descriptors: | Problem Solving, Learning Experience, Learning Activities, Discovery Processes, Inquiry, Learner Engagement, Interdisciplinary Approach, Crime, History Instruction, Place Based Education, Partnerships in Education |
| DOI: | 10.58680/vm202532429 |
| ISSN: | 1074-4762 1943-3069 |
| Abstract: | This article describes the use of a problem-based experience that extends learning beyond traditional subjects to a place where students experience the intersection of literacy, history, and forensic science. Inspired by Peter Liljedahl's "Building Thinking Classrooms," each day starts with teams of students working on unsolved crimes. These challenges build problem-solving confidence through collaboration and resilience. The Forensic Files learning experience is a good example of how the Design Thinking framework, which gives students a guide for engaging and making meaning as they problem solve, can guide and shape meaningful learning. Each stage of the framework--empathy, define, ideate, prototype, and feedback--helped students explore forensic science, legal concepts, and storytelling in a human-centered, inquiry-driven way. |
| Abstractor: | ERIC |
| Entry Date: | 2026 |
| Accession Number: | EJ1501043 |
| Database: | ERIC |
| Abstract: | This article describes the use of a problem-based experience that extends learning beyond traditional subjects to a place where students experience the intersection of literacy, history, and forensic science. Inspired by Peter Liljedahl's "Building Thinking Classrooms," each day starts with teams of students working on unsolved crimes. These challenges build problem-solving confidence through collaboration and resilience. The Forensic Files learning experience is a good example of how the Design Thinking framework, which gives students a guide for engaging and making meaning as they problem solve, can guide and shape meaningful learning. Each stage of the framework--empathy, define, ideate, prototype, and feedback--helped students explore forensic science, legal concepts, and storytelling in a human-centered, inquiry-driven way. |
|---|---|
| ISSN: | 1074-4762 1943-3069 |
| DOI: | 10.58680/vm202532429 |
