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This study was designed to examine and understand what conceptions
undergraduate students taking an introductory forensic science
course had about scientific evidence. Because the nature of
science, the nature of evidence, and the nature of forensic
evidence are not well understood in the science education
literature, this study sought to understand how these concepts
interact and affect students' understanding of scientific evidence.
All students enrolled in the course completed a biographical data
sheet and a pre-instruction Likert Scale survey consisting of
twenty questions relating to the nature of scientific evidence. An
evaluation of these two documents resulted in a purposeful
selection of four varied student participants, each of whom was
interviewed three times throughout the semester. An examination of
data acquired through the course of this study found few
differences with regard to how criminal justice majors and
chemistry majors responded to interview questions about forensic
evidence. There were qualitative differences, however, when the
same participants answered interview questions relating to
traditional scientific evidence.
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