Large Scale Simulation for Education in Forensic DNA Science
Jason M. Kinser
DOI: 10.4236/ce.2011.21003   PDF    HTML     5,745 Downloads   10,109 Views   Citations


Forensic science education is a rapidly expanding field with several universities adding degrees in many forensic science disciplines. Concurrently, with this expansion is a new push for forensic science education in the secondary schools. This generation of students is also very adept at computer generated environments. The logical progression is therefore to provide students and instructors with a simulated environment to immerse students into forensic science investigations. The Island of Tir Ebensëa is a developing system that generates a large scale population and forensic scenarios and places the students as the investigators. Students are provided with a scenario and then generate queries to gain information about the people involved in the case. They can then draw conclusions about the scenario and compare these conclusions to the known answer. The simulation is available to educational institutions.

Share and Cite:

Kinser, J. (2011) Large Scale Simulation for Education in Forensic DNA Science. Creative Education, 2, 18-21. doi: 10.4236/ce.2011.21003.

Conflicts of Interest

The authors declare no conflicts of interest.


[1] Akpan, J. P., & Andre, T. (2000). Using a computer simulation before dissection to help students learn anatomy. Journal of Computers in Mathematics and Science Teaching, 19, 297-313.
[2] Bureau of Labor Statistics (2010), Occupational outlook handbook, (11th ed.), (accessed Jan. 11, 2011)
[3] Butler, J. M. (2005). Forensic DNA typing: Biology, technology, and genetics of STR markers (2nd ed.). London: Academic Press.
[4] Chakraborty, R. (1992). Sample size requirements for addressing the population genetic issues of forensic Use of DNA typing. Human Biology, 6, 141-159.
[5] Choi, B., & Gennaro, E. (1987). The effectiveness of using computer simulated experiments on junior high students’ understanding of the volume displacement concept. Journal of Research in Science Teaching, 24, 539-552. doi:10.1002/tea.3660240604
[6] Duda, R., Reddy, B. M., Chattopadhyay, P., Hasyap, V. K., Sun, G., Deka, R. (2002). Patterns of genetic diversity at the nine forensically approved STR loci in the Indian populations, Human Biology, 74, 34-39.
[7] (accessed Jan. 11, 2011). http://www.
[8] Geban, O., Askar, P., & Ozkan, I. (1992). Effects of computer simulations and prob-lem-solving approaches on high school students. Journal of Educational Research, 86, 5-10. doi:10.1080/00220671.1992.9941821
[9] Huppert, J., Lomask, S. M., & Lazarowitz, R. (2002). Computer simulations in the high school: Students’ cognitive stages, science process skills and academic achievement in microbiology. International Journal of Science Education, 24, 803-821. doi:10.1080/09500690110049150
[10] Jaroch, L., Forensic Science Careers (accessed Jan.11, 2011).
[11] Lewis, E. L., Stern, J. L., & Linn, M. C. (1993). The effect of computer simulations on introductory thermodynamics understanding. Educational Technology, 33, 445-458.
[12] Marjanovic, D., L. Kapur, N. Pojskic, & R. Hadziselimovic, (2005). DNA diversity in the studies of genetic distance among isolated populations in Bosnia. Human Evolution, 20, 157-166. doi:10.1007/BF02438733
[13] Mintz, R. (1993). Computerized simulations as an inquiry tool. School Science and Mathematics, 93, 76-80. doi:10.1111/j.1949-8594.1993.tb12198.x
[14] Nei, M. (1973). Analysis of gene diversity in subdivided populations, Proceedings of the National Academy of Sciences USA, 70, Part I, 3321-3323. doi:10.1073/pnas.70.12.3321
[15] Tebbett, I. R., Wielbo, D. & Khey, D (2007, summer). The forensic examiner.
[16] Willing, K. R. (1988). Computer simulations: Activating content reading. Journal of Reading, 31, 400-409

Copyright © 2024 by authors and Scientific Research Publishing Inc.

Creative Commons License

This work and the related PDF file are licensed under a Creative Commons Attribution 4.0 International License.