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- Author or Editor: Janet E. Schroeder x
- HortScience x
According to brain-based learning theory, learning is enhanced by challenge and inhibited by threat. Effective learning occurs when students are immersed in the educational experience, challenged yet not threatened, and encouraged to actively process information. All of these components are part of simulation or role-play games. With these basic concepts in mind, we approached the challenge of enhancing student learning in a plant identification course taught in a large class setting. Considering that plant identification requires some basic detective skills, and the popularity of criminal investigation television programming, we designed a role-play exercise involving case files, investigation zones, and detective teams. As a spin-off from the television shows “CSI: Crime Scene Investigation” and “CSI: Miami,” the exercise was coined “CSI: Manhattan, Conifer Site Investigation in Manhattan, Kansas.” It was designed to fit into a 50-minute class period. Throughout the exercise, detective teams (students) needed to collectively locate and identify plants based on previous knowledge and clues within the case files and at the sites. Upon completion, plant specimens were checked in and identification logs discussed in order to provide immediate feedback and reinforcement of learning. Students enjoyed the exercise, offering positive feedback and conversations about the exercise throughout the balance of the semester. Six months later, while walking past one of the investigation sites, students remembered the site, exercises performed, and the plant name. The exercise includes both interactive and experiential learning components. This session will discuss the “CSI” exercise and its value in linking action to information.