Embedding open and reproducible science into teaching: A bank of lesson plans and resources (original) (raw)
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Across disciplines, researchers increasingly recognize that open science and reproducible research practices may accelerate scientific progress by allowing others to reuse research outputs and by promoting rigorous research that is more likely to yield trustworthy results. While initiatives, training programs, and funder policies encourage researchers to adopt reproducible research and open science practices, these practices are uncommon in many fields. Researchers need training to integrate these practices into their daily work. We organized a virtual brainstorming event, in collaboration with the German Reproducibility Network, to discuss strategies for making reproducible research and open science training the norm at research institutions. Here, we outline eleven strategies, concentrated in three areas: (1) offering training, (2) adapting research assessment criteria and program requirements, and (3) building communities. We provide a brief overview of each strategy, offer tips ...
In recent years, the scientific community has called for improvements in the credibility, robustness, and reproducibility of research, characterized by higher standards of scientific evidence, increased interest in open practices, and promotion of transparency. While progress has been positive, there is a lack of consideration about how this approach can be embedded into undergraduate and postgraduate research training. Currently, the impact of integrating an open and reproducible approach into the curriculum on student outcomes is not well articulated in the literature. Therefore, in this paper, we provide the first comprehensivereview of how integrating open and reproducible scholarship into teaching and learning may impact students, using a large-scale, collaborative, team-science approach. Our review highlighted how embedding open and reproducible scholarship may impact: (1) students’ scientific literacies (i.e., students’ understanding of open research, consumption of science, ...
Reproducibility is a defining feature of science. However, because of strong incentives for innovation and weak incentives for confirmation, direct replication is rarely practiced or published. The Reproducibility Project is an open, large-scale, collaborative effort to systematically examine the rate and predictors of reproducibility in psychological science. So far, 72 volunteer researchers from 41 institutions have organized to openly and transparently replicate studies published in three prominent psychological journals from 2008. Multiple methods will be used to evaluate the findings, calculate an empirical rate of replication, and investigate factors that predict reproducibility. Whatever the result, a better understanding of reproducibility will ultimately improve confidence in scientific methodology and findings.
An Overview of Open Acess Resources in Pedagogy Science
Journey to Sustainability: A Roadmap for Green Library, 2024
The pedagogy field is enhanced by the presence of open access resources, which include a wide variety of freely available items such as open access journals, open access books, open access repositories ,Open access educational resources Open course ware, open source software’s for teaching and other relevant materials etc. The objective of open access efforts in pedagogy is to eliminate obstacles to knowledge, hence promoting a cooperative and all-encompassing atmosphere for researchers and educators. These tools facilitate the global distribution of scientific knowledge, enabling academics from all over the world to access state-of-the-art research discoveries without any limitations imposed by subscriptions or pay walls. Teaching science with open access adheres to the ideals of transparency and collaboration, which promote the sharing of ideas and progress in the field. This review highlights the fundamental significance of open access resources in education, underscoring their role in advancing inclusivity, cooperation, and the equalization of scientific knowledge. This study investigates the availability of open access resources in pedagogy and critically examines the existing level of accessibility and collaboration in this subject. It offers valuable insights that can guide practices, policies, and future advancements in scientific communication.
Open Science and Educational Research: An Editorial Commentary
Irish Journal of Technology Enhanced Learning, 2019
Educational technology as a broad and applied interdisciplinary research field faces challenges in achieving consensus on what constitutes good quality research. As the field is embedded in many other disciplines, considering what evidence matters and the optimal methodologies to conduct inquiry is continually evolving and maturing. Inhabiting a boundary between education, and computer science, and viewed through numerous theoretical lenses ranging from disciplines of sociology, politics, psychology, the learning systems, curriculum development, digital humanities, and beyond, the number of approaches contributing to the field is vast. The validity, trustworthiness and integrity of over two decades of research in this domain is continually questioned. Furthermore, as technology itself also changes, there are differing opinions on how best to explore and understand the role it plays in education. How we define, research and evaluate our evidence is central to our understanding of how we learn and how this is enhanced with and through technology in various ways. Whilst scholars continue to critique and debate the veracity of findings, educational technology journals play an important role in allowing us to collectively peer review, and publish the best quality research studies. Changes in the open access publishing world and in the open science movement have the potential to address some of shortfalls in how our understandings are evaluated, critiqued and judged in this domain.
Improving the Replicability of Psychological Science Through Pedagogy
Replications are important to science, but who will do them? One proposal is that students can conduct replications as part of their training. As a proof-of-concept for this idea, here we report a series of 11 pre-registered replications of findings from the 2015 volume of Psychological Science, all conducted as part of a graduate-level course. Congruent with previous studies, replications typically yielded smaller effects than originals: The modal outcome was partial support for the original claim. This work documents the challenges facing motivated students in reproducing previously published results on a first attempt. We describe the workflow and pedagogical methods that were used in the class and discuss implications both for the adoption of this pedagogical model and for replication research more broadly.
Development of a Concept Inventory on Open and Transparent Research Practices
Over the past decade psychology researchers have begun adopting practices that promote openness and transparency. While these practices are increasingly reflected in undergraduate psychology curricula, pedagogical research has not systematically examined whether instruction on open science practices improves students’ conceptual understanding of research methods. We developed the Open Science Concept Inventory (OSCI) to evaluate the impact of integrating open science practices into research methods courses. First, we created a set of hypothetical dilemmas related to a range of open science concepts and elicited open-ended responses from undergraduates (N = 64, Study 1). Based on the responses, we created a 40-item multiple-choice questionnaire, which we administered to a new group of participants (N = 262, Study 2) and used item response theory to select 33 items for the final OSCI. Finally, in two implementation rounds across two semesters (Study 3, total N = 37), we evaluated stud...