TY - JOUR
T1 - The impact of open and reproducible scholarship on students’ scientific literacy, engagement, and attitudes towards science
T2 - A review and synthesis of the evidence
AU - FORRT
AU - Pownall, Madeleine
AU - Azevedo, Flavio
AU - König, Laura M
AU - Slack, Hannah Rachael
AU - Evans, Thomas Rhys
AU - Flack, Zoe
AU - Grinschgl, Sandra
AU - Elsherif, Mahmoud
AU - Gilligan-Lee, Katie
AU - Oliveira, Catia Margarida F.
AU - Gjoneska, Biljana
AU - Kanadadze, Tamara
AU - Button, Kate
AU - Ashcroft-Jones, Sarah
AU - Terry, Jenny
AU - Albayrak-Aydemir, Nihan
AU - Dechterenko, Filip
AU - Alzahawi, Shilaan
AU - Baker , Bradley James
AU - Pittelkow , Merle-Marie
AU - Riedl, Lydia
AU - Schmidt, Kathleen
AU - Pennington, Charlotte Rebecca
AU - Shaw , John J
AU - Lüke, Timo
AU - Makel, Matthew C.
AU - Hartmann, Helena
AU - Zaneva, Mirela
AU - Walker, Daniel
AU - Verheyen, Steven
AU - Cox, Daniel
AU - Mattschey , Jennifer
AU - Gallagher-Mitchell, Thomas
AU - Branney, Peter
AU - Weisberg , Yanna
AU - Izydorczak, Kamil
AU - Al-Hoorie, Ali H.
AU - Creaven, Ann-Marie
AU - Stewart, Suzanne
AU - Krautter, Kai
AU - Matvienko-sikar, Karen
AU - Westwood , Samuel
AU - Arriaga, Patricia
AU - Liu, Meng
AU - Baum, Myriam A
AU - Wingen, Tobias
AU - Ross, Robert M
AU - O’Mahony, Aoife
AU - Bochynska, Agata
AU - Jamieson, Michelle K
AU - Tromp, Myrthe Vel
AU - Yeung, Siu Kit
AU - Rachev Vasilev , Martin
AU - Gourdon-Kanhukamwe, Amélie
AU - Micheli, Leticia
AU - Konkol, Markus
AU - Moreau, David
AU - Bartlett, James E.
AU - Brekelmans , Gwen
AU - Gkinopoulos, Theofilos
AU - Tyler, Samantha
AU - Röer, Jan Philipp
AU - Ilchovska, Zlatomira
AU - Madan, Christopher
AU - Robertson, Olly
AU - Iley , Bethan
AU - Guay, Samuel
AU - Sladekova, Martina
AU - Sadhwani, Shanu
PY - 2022
Y1 - 2022
N2 - 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 comprehensive review 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, and the development of transferable skills); (2) student engagement (i.e., motivation and engagement with learning, collaboration, and engagement in open research), and (3) students’ attitudes towards science (i.e., trust in science and confidence in research findings). Our review also identified a need for more robust and rigorous methods within evaluations of teaching practice. We discuss implications for teaching and learning scholarship in this area.
AB - 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 comprehensive review 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, and the development of transferable skills); (2) student engagement (i.e., motivation and engagement with learning, collaboration, and engagement in open research), and (3) students’ attitudes towards science (i.e., trust in science and confidence in research findings). Our review also identified a need for more robust and rigorous methods within evaluations of teaching practice. We discuss implications for teaching and learning scholarship in this area.
UR - http://doi.org/10.31222/osf.io/9e526
M3 - Article
SN - 1745-6916
JO - Perspectives on Psychological Science
JF - Perspectives on Psychological Science
ER -