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Teaching open and reproducible scholarship: a critical review of the evidence base for current pedagogical methods and their outcomes
In recent years, the scientific community has called for improvements in the credibility, robustness and reproducibility of research, characterized by increased interest and promotion of open and transparent research practices. While progress has been positive, there is a lack of consideration ab...
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| Main Authors: | , , , , |
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| Format: | Article |
| Language: | English |
| Published: |
Philipps-Universität Marburg
2023
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| Subjects: | |
| Online Access: | PDF Full Text |
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| Summary: | In recent years, the scientific community has called for improvements in the credibility, robustness
and reproducibility of research, characterized by increased interest and promotion of open and
transparent research practices. While progress has been positive, there is a lack of consideration
about how this approach can be embedded into undergraduate and postgraduate research training.
Specifically, a critical overview of the literature which investigates how integrating open and
reproducible science may influence student outcomes is needed. In this paper, we provide the first
critical review of literature surrounding the integration of open and reproducible scholarship into
teaching and learning and its associated outcomes in students. Our review highlighted how
embedding open and reproducible scholarship appears to be associated with (i) students’ scientific
literacies (i.e. students’ understanding of open research, consumption of science and the development
of transferable skills); (ii) student engagement (i.e. motivation and engagement with learning,
collaboration and engagement in open research) and (iii) students’ attitudes towards science (i.e. trust
in science and confidence in research findings). However, our review also identified a need for
more robust and rigorous methods within pedagogical research, including more interventional
and experimental evaluations of teaching practice. We discuss implications for teaching and
learning scholarship. |
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| DOI: | 10.1098/rsos.221255 |