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Teaching open and reproducible scholarship: a critical review of the evidence base for current pedagogical methods and their outcomes
M. Pownall, F. Azevedo, LM. König, HR. Slack, TR. Evans, Z. Flack, S. Grinschgl, MM. Elsherif, KA. Gilligan-Lee, CMF. de Oliveira, B. Gjoneska, T. Kalandadze, K. Button, S. Ashcroft-Jones, J. Terry, N. Albayrak-Aydemir, F. Děchtěrenko, S....
Status not-indexed Language English Country England, Great Britain
Document type Journal Article, Review
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Directory of Open Access Journals
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PubMed Central
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Europe PubMed Central
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ROAD: Directory of Open Access Scholarly Resources
from 2014
PubMed
37206965
DOI
10.1098/rsos.221255
Knihovny.cz E-resources
- Publication type
- Journal Article MeSH
- Review MeSH
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.
Department for Cognition Emotion and Methods in Psychology University of Vienna Vienna 1010 Austria
Department of Biological and Experimental Psychology Queen Mary University of London E1 4NS UK
Department of Experimental Psychology University of Oxford Oxford OX1 4BH18 UK
Department of Mathematics College of Polytechnics Jihlava 1556 16 586 01 Czech Republic
Department of Neuroimaging IoPPN King's College London UK
Department of Neuroscience Psychology and Behaviour University of Leicester UK
Department of Philosophy Macquarie University NSW 2109 Australia
Department of Psychiatry and Psychotherapy Philipps University Marburg D 35039 Marburg Germany
Department of Psychology 3 University of Würzburg 97070 Würzburg Germany
Department of Psychology Ashland University OH 44805 USA
Department of Psychology Bournemouth University Poole BH12 5BB UK
Department of Psychology Leiden University 2311 EZ Leiden The Netherlands
Department of Psychology Linfield University Linfield 503 883 2200 USA
Department of Psychology Liverpool Hope University Liverpool L16 9JD UK
Department of Psychology Saarland University 66123 Saarbrücken Germany
Department of Psychology School of Social Science University of Westminster London W1B 2HW UK
Department of Psychology University of Bath Bath BA2 7AY UK
Department of Psychology University of Cambridge CB2 3EB UK
Department of Psychology University of Groningen 9712 CP Groningen the Netherlands
Department of Psychology University of Limerick V94 T9PX Ireland
Department of Psychology University of Montreal Canada
Department of Psychology University of York York YO10 5DD USA
Department of Psychology Witten Herdecke University Germany
Department of Social Sciences University of the West of England Bristol BS16 1QY UK
Department of Sport and Recreation Management Temple University PA 19122 USA
Departments of Psychiatry and Experimental Psychology University of Oxford UK
Division of Neuroscience and Experimental Psychology University of Manchester Manchester M13 9PL UK
Division of Psychology De Montfort University Leicester LE1 9BH UK
Faculty of Education University of Cambridge Cambridge CB2 1TN UK
Faculty of Life Sciences Food Nutrition and Health University of Bayreuth 95447 Bayreuth Germany
Graduate School of Business Stanford University CA 94305 USA
Institute for Educational Research and Teacher Education University of Graz Graz 8010 Graz Austria
Institute of Psychology University of Graz 8010 Graz Austria
Iscte Universty Institute of Lisbon CIS IUL 1649 026 Lisboa Portugal
Macedonian Academy of Sciences and Arts North Macedonia XCWR GJM 1000
School of Education Johns Hopkins University MD 21218 USA
School of Human Sciences University of Greenwich London SE10 9LS UK
School of Humanities and Social Science University of Brighton BN2 0JY UK
School of Psychology and Counselling the Open University Milton Keynes MK7 6AA UK
School of Psychology and Neuroscience University of Glasgow Glasgow G12 8QQ UK
School of Psychology Aston University Birmingham B4 7ET UK
School of Psychology Cardiff University Cardiff CF10 3AT UK
School of Psychology Keele University Newcastle ST5 5BG UK
School of Psychology Queen's University Belfast Belfast BT7 1NN UK
School of Psychology University College Dublin Dublin 4 DO4 V1WD Ireland
School of Psychology University of Auckland Auckland 1142 New Zealand
School of Psychology University of Birmingham B15 2TT UK
School of Psychology University of Chester Chester CH1 4BJ UK
School of Psychology University of Leeds Leeds LS2 9JT UK
School of Psychology University of Nottingham Nottingham NG7 2RD UK
School of Psychology University of Sussex Brighton BN1 9RH UK
School of Public Health University College Cork Cork T12 K8AF Ireland
School of Social and Political Sciences University of Glasgow Glasgow G12 8QQ UK
References provided by Crossref.org
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