Science education

Chemical presumptive tests are used as the primary detection method for latent bloodstain evidence. This work focuses on developing a forensic blood substitute which mimics whole blood reactivity to a luminol solution commonly used in presumptive testing. Designing safe and accessible materials that mimic relevant properties of blood is a recognized research need in forensic science. Understanding the whole blood dynamics related to reactivity with presumptive testing chemicals is important for developing accurate analogues. Provided in this thesis is a quantitative and qualitative characterization of photoemission from the reaction of a luminol solution to ovine blood. Luminol reactivity of a horseradish peroxidase encapsulated sol-gel polymer was validated against this ovine blood standard. This material, the luminol-reactive forensic blood substitute, is a key deliverable of this research. An optimized protocol for implementing this technology as a reagent control test, and as a secondary school chemistry experiment are presented. This thesis outlines the research and development of a forensic blood substitute as it relates to presumptive testing in bloodstain pattern analysis.

Author Keywords: bloodstain pattern analysis, forensic science, luminol, presumptive testing, secondary school education, sol-gel chemistry

Forensic epistemology is the study of knowledge as it relates to forensic science and can be broken into four sources; intuitive, authoritative, logical and empirical. In a four-phase research approach, I explored reasoning skills (logical knowledge) used by crime scene experts and methods (empirical knowledge) for forensic case-specific experimentation. First, the reasoning skills of crime scene investigators (CSI) and bloodstain pattern analysts (BPA) were tested, correlated to demographics and reasoning categories were compared. Practitioner's with graduate level education performed better on the reasoning test, however, significant differences were not found between test scores and years of experience. Similarly, there was no difference between test scores and employment status (specifically, police or civilian employees), for the CSI group nor within the BPA group. This information suggests that level of education plays the most important role in the development and use of reasoning skills, whereas experience and employment status are not as influential. Second, I investigate potential strategies in selecting data types for case-specific experimentation in pattern-interpretation disciplines within forensic science. I also examined the epistemic status of practitioner case experimentation in forensic science. Practitioners were more confident in a mixed-method approach when conducting case-specific experimentation. In addition, there is a knowledge gap in experimental design for some forensic practitioners. Third, is a reprint of the introductory section of my published book entitled The Scientific Method in Forensic Science: A Canadian Handbook that abridges knowledge gained from this dissertation with further evidence-based literature review and experiential examples. This phase summarizes the scientific method in forensic science and provides guidance for forensic science students and practitioners. The final phase merges the findings from the primary studies with a literature review; offering scientific evidence supporting suggested research and pedagogic strategies that can help increase the epistemic status of forensic science.

Author Keywords: case-specific research, epistemology, forensic science, hypothetico-deductive reasoning, logic, research models