The Naturalized Epistemology Approach to Evidence

Studying evidence law as part of naturalized epistemology means using the tools and results of the sciences to evaluate evidence rules based on the accuracy of the verdicts they are likely to produce. This chapter introduces the approach and addresses skeptical concerns about the value of systematic empirical research for evidence scholarship, focusing, in particular, on worries about the external validity of jury simulation studies. Finally, turning to applications, it discusses possible reforms regarding eyewitness identifications and character evidence.

EM JULGAMENTO, O USO DE AGROTÓXICOS: ESTRATÉGIA UTILIZADA PARA ENSINAR QUÍMICA À ESTUDANTES DO 3º ANO ENSINO MÉDIO DE UMA ESCOLA DO CAMPO

Resumo: Este estudo descreve a simulação de júri sobre o uso de agrotóxicos pela produção agrícola local como estratégia para ensinar química a estudantes do 3º ano do Ensino Médio da escola do campo Sol Nascente, de Confresa/MT. Trata-se de um relato de experiência, de abordagem qualitativa, desenvolvida em 2018 e que envolveu 11 estudantes devidamente matriculados desta turma. A escolha desta temática foi devido a repercussão do Projeto de Lei que altera a legislação sobre os agrotóxicos no Brasil. Antes da realização do júri simulado, os estudantes foram motivados a pesquisar sobre o assunto. Foram definidos os papéis de atuação no tribunal. Todos se empenharam no desenvolvimento das pesquisas para que pudessem desempenhar bem o papel para o qual assumiram na simulação. No término da simulação, os jurados decidiram pela condenação do agricultor que utilizava agrotóxicos, por cinco votos a favor e dois votos contra. Esta estratégia permitiu discutir conceitos e consequências provocadas pelas substâncias químicas presentes nos agrotóxicos. Com o desenvolvimento desta atividade é possível afirmar que o envolvimento com os estudos e a busca de informações para sustentar argumentos foi muito construtivo para a compreensão da química, tendo como ponto de partida a realidade do homem do campo.Palavras-chave: Estratégia de ensino. Ensino de química. Julgamento simulado. Abstract: This study describes the jury simulation on the use of pesticides by local agricultural production as a strategy to teach chemistry to students of the third year of high school at the Sol Nascente school in Confresa / MT. This is an experience report, with a qualitative approach, developed in 2018 and involving 11 duly enrolled students of this class. The choice of this theme was due to the repercussion of the Bill that changes the legislation on pesticides in Brazil. Before the simulated jury was held, the students were motivated to research the subject. The roles of the court were defined. Everyone was engaged in the development of research so they could play well the role for which they assumed in the simulation. At the end of the simulation, the jurors decided for the conviction of the farmer who used pesticides, by five votes in favor and two against. This strategy allowed to discuss concepts and consequences caused by chemical substances present in agrochemicals. With the development of this activity it is possible to affirm that the involvement by the studies and the search for information to support arguments was very constructive for the understanding of the chemistry, starting from the reality of the man of the field.Keywords: Teaching strategy. Teaching chemistry. Simulated trial.

An Attributional Sequence Model of Jury Decision Making in Civil Torts

A jury simulation study was designed to replicate and extend prior research on attributional decision-making sequences in a litigation context. Although previous studies implicated injury severity, causality, responsibility, and punishment, a maximum of three stages in various combinations were tested, and only occasionally in the context of civil litigation. The present effort integrated all four stages into a more inclusive model focused on civil jury decision making. Undergraduate participants ( N = 91) read six case vignettes and responded to attribution questions in each of four categories. Path analyses supported the hypothesized 4-stage attributional sequence.