Students' foundational understanding of chemical reaction in the forensic science bachelor's degree program at the National Autonomous University of Mexico.

OBJECTIVE: To compare the understanding of the concept of chemical reaction-as operationalized by Bloom's taxonomy of cognitive levels-of students in forensic science bachelor's degree with that achieved by students majoring in chemistry, as a prerequisite for future professional collaboration and communication. MATERIALS AND METHODS: Using previously validated and published tests developed to assess students' knowledge, comprehension, and application of the concept of chemical reaction, we explored how conceptual understanding developed in students enrolled in (a) a forensic science degree program in a Mexican public university and in (b) chemistry undergraduate programs offered by the same university, and whether both groups achieved comparable attainment levels. FINDINGS AND IMPLICATIONS: Despite receiving considerably less chemical instruction, forensic science students achieved comparable levels of conceptual understanding of chemical reaction to those exhibited by chemistry students. This finding is encouraging because it might mean that future forensic scientists could graduate with a solid foundation of chemical knowledge. More research, particularly on the learning of other key concepts, will be needed to verify these initial findings.