Abstract
Teaching and learning methods need a continuous upgrade in higher education. However it is also true that some of the modern methodologies do not reduce or prevent school failure. Perhaps the real limitation is the inability to identify the true reasons that may explain it or ignore/undervalue the problem. In our opinion, one of the current constraints of the teaching/learning process is the excess of and inadequate bibliography recommended by the teacher, which results in continuous student difficulties and waste of time in searching and selecting useful information. The need to change the paradigm of the teaching/learning process comes also from employers. They claim forensic experts armed with useful knowledge to face professional life. It is therefore mandatory to identify the new needs and opportunities regarding pedagogical methodologies. This article reflects on the recent importance of peer review in teaching/learning forensic sciences based on the last 10 years of pedagogical experience inseparably from the scientific activity.
Highlights
Teaching and communicating with students is a very personal experience, shaped by the idiosyncrasy of each teacher and dependent on the individual and motivational characteristics of the students as well as the institutional environment and the methodologies and pedagogical tools used by the teacher
It is needed to renew the paradigm of teaching and it should be made every effort to ensure that the university and the professional life are seen as partners in research and education[1]
The challenge for higher education claims a continuous and systematic teaching/learning in order to build up capacities to define and solve problems, search for and select relevant scientific information, formulate hypotheses in an interdisciplinary basis, clearly communicate the results and draw conclusions
Summary
Teaching and communicating with students is a very personal experience, shaped by the idiosyncrasy of each teacher and dependent on the individual and motivational characteristics of the students as well as the institutional environment and the methodologies and pedagogical tools used by the teacher. Based on the importance that this peer has acquired in recent years, we have been attentive and committed to use scientific scrutiny as a pedagogical opportunity to teach Forensic Sciences in the 1st, 2nd and 3rd Cycle of Studies, specialization and other continuing education courses that we coordinate[3]. For this reason, several classes were written in a review/didactic article format, always aiming to adjust the recommended bibliography to what is taught in the classroom. Grant information Dinis-Oliveira RJ acknowledges Fundação para a Ciência e a Tecnologia (FCT) for his Investigator Grant (IF/01147/2013)
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