Using Memes to for Reflection and Expression of Emotion in the Forensic Sciences

Meme-making provides an excellent vehicle for reflection and expression of emotion within the forensic sciences. This presentation focuses on two aspects where memes as a classroom activity have been instrumental as a learning and teaching aide. The first being where meme-making was used as a vehicle to allow students to reflect on, and absorb, lecture information. Participants were asked to create a meme which summarised what they had learnt during the session, this allowed students to express their creativity alongside reflecting on the taught session. This process ultimately led to better retention of fact as well as a more inclusive and varied learning environment.

The second example focuses on the use of memes as an expression of emotion allowing students to express how they feel about their courtroom assessment, an essential part of any forensic science undergraduate degree programme. This assessment is known to be one that students find difficult with heightened anxiety and other emotions at play. This research allowed students to express how they felt about this assessment in a visual nature allowing educators an insight into what causes the student anxiety as well as other emotions associated with the assessment.

In both these examples, memes were also shared across the student group which further allowed peer bonding and enhancement of the learning environment. This presentation will allow participants an opportunity to make and share their own meme to see the technique in action.