Teaching open and reproducible scholarship: a critical review of the evidence base for current pedagogical methods and their outcomes

Author:

Pownall Madeleine1ORCID,Azevedo Flávio2ORCID,König Laura M.3,Slack Hannah R.4ORCID,Evans Thomas Rhys56,Flack Zoe7,Grinschgl Sandra8,Elsherif Mahmoud M.9ORCID,Gilligan-Lee Katie A.10ORCID,de Oliveira Catia M. F.11ORCID,Gjoneska Biljana12ORCID,Kalandadze Tamara13,Button Katherine14,Ashcroft-Jones Sarah15,Terry Jenny16ORCID,Albayrak-Aydemir Nihan1718ORCID,Děchtěrenko Filip19,Alzahawi Shilaan20,Baker Bradley J.21ORCID,Pittelkow Merle-Marie22ORCID,Riedl Lydia23,Schmidt Kathleen24ORCID,Pennington Charlotte R.25ORCID,Shaw John J.26ORCID,Lüke Timo27,Makel Matthew C.28,Hartmann Helena29ORCID,Zaneva Mirela15ORCID,Walker Daniel30ORCID,Verheyen Steven31,Cox Daniel32,Mattschey Jennifer17,Gallagher-Mitchell Tom33,Branney Peter30,Weisberg Yanna34ORCID,Izydorczak Kamil35ORCID,Al-Hoorie Ali H.36,Creaven Ann-Marie37,Stewart Suzanne L. K.38,Krautter Kai39,Matvienko-Sikar Karen40,Westwood Samuel J.41,Arriaga Patrícia42ORCID,Liu Meng43,Baum Myriam A.39,Wingen Tobias44,Ross Robert M.45,O'Mahony Aoife46,Bochynska Agata47ORCID,Jamieson Michelle48,Tromp Myrthe Vel49,Yeung Siu Kit50,Vasilev Martin R.51,Gourdon-Kanhukamwe Amélie5253,Micheli Leticia54ORCID,Konkol Markus55,Moreau David56,Bartlett James E.57,Clark Kait58,Brekelmans Gwen59,Gkinopoulos Theofilos60,Tyler Samantha L.61ORCID,Röer Jan Philipp62,Ilchovska Zlatomira G.9,Madan Christopher R.4,Robertson Olly6364,Iley Bethan J.65ORCID,Guay Samuel66,Sladekova Martina716ORCID,Sadhwani Shanu7,

Affiliation:

1. School of Psychology, University of Leeds, Leeds LS2 9JT, UK

2. Department of Psychology, University of Cambridge, CB2 3EB, UK

3. Faculty of Life Sciences: Food, Nutrition and Health, University of Bayreuth, 95447 Bayreuth, Germany

4. School of Psychology, University of Nottingham, Nottingham NG7 2RD, UK

5. School of Human Sciences, University of Greenwich, London SE10 9LS, UK

6. Centre for Workforce Development, Institute for Lifecourse Development, University of Greenwich, London SE10 9LS, UK

7. School of Humanities and Social Science, University of Brighton, BN2 0JY, UK

8. Institute of Psychology, University of Graz, 8010 Graz, Austria

9. School of Psychology, University of Birmingham, B15 2TT, UK

10. School of Psychology, University College Dublin, Dublin 4, DO4 V1WD, Ireland

11. Department of Psychology, University of York, York YO10 5DD, USA

12. Macedonian Academy of Sciences and Arts, North Macedonia, XCWR+GJM, 1000

13. Faculty of Teacher Education and Languages, Department of Education, ICT and Learning, Ostfold University College, 1757 Halden, Norway

14. Department of Psychology, University of Bath, Bath BA2 7AY, UK

15. Department of Experimental Psychology, University of Oxford, Oxford OX1 4BH18, UK

16. School of Psychology, University of Sussex, Brighton BN1 9RH, UK

17. School of Psychology and Counselling, the Open University, Milton Keynes MK7 6AA, UK

18. Department of Psychological and Behavioural Science, London School of Economics and Political Science, UK

19. Department of Mathematics, College of Polytechnics Jihlava, 1556/16, 586 01, Czech Republic

20. Graduate School of Business, Stanford University, CA 94305, USA

21. Department of Sport and Recreation Management, Temple University, PA 19122, USA

22. Department of Psychology, University of Groningen, 9712 CP, Groningen, the Netherlands

23. Department of Psychiatry and Psychotherapy, Philipps-University Marburg, D-35039 Marburg, Germany

24. Department of Psychology, Ashland University, OH 44805, USA

25. School of Psychology, Aston University, Birmingham B4 7ET, UK

26. Division of Psychology, De Montfort University, Leicester LE1 9BH, UK

27. Institute for Educational Research and Teacher Education, University of Graz, Graz, 8010 Graz, Austria

28. School of Education, Johns Hopkins University, MD 21218, USA

29. Department for Cognition, Emotion, and Methods in Psychology, University of Vienna, Vienna 1010, Austria

30. Department of Psychology, Faculty of Management, Law and Social Sciences, University of Bradford, Bradford BD7 1DP, UK

31. Department of Psychology, Education and Child Studies, Erasmus University Rotterdam, Rotterdam 3000, The Netherlands

32. Division of Neuroscience and Experimental Psychology, University of Manchester, Manchester M13 9PL, UK

33. Department of Psychology, Liverpool Hope University, Liverpool L16 9JD, UK

34. Department of Psychology, Linfield University, Linfield, 503-883-2200, USA

35. Faculty of Psychology in Wrocław, SWPS University of Social Sciences and Humanities, Wrocław 03-81536, Al Jubail 35819, Poland

36. Jubail English Language and Preparatory Year Institute, Royal Commission for Jubail and Yanbu, Saudi Arabia

37. Department of Psychology, University of Limerick, V94 T9PX, Ireland

38. School of Psychology, University of Chester, Chester CH1 4BJ, UK

39. Department of Psychology, Saarland University, 66123 Saarbrücken, Germany

40. School of Public Health, University College Cork, Cork, T12 K8AF, Ireland

41. Department of Psychology, School of Social Science, University of Westminster, London W1B 2HW, UK

42. Iscte-Universty Institute of Lisbon, CIS-IUL, 1649-026 Lisboa, Portugal

43. Faculty of Education, University of Cambridge, Cambridge CB2 1TN, UK

44. Institute of General Practice and Family Medicine, University Hospital Bonn, University of Bonn, 53127 Bonn, Germany

45. Department of Philosophy, Macquarie University, NSW 2109, Australia

46. School of Psychology, Cardiff University, Cardiff CF10 3AT, UK

47. University Library, University of Oslo, 0313 Oslo, Norway

48. School of Social and Political Sciences, University of Glasgow, Glasgow G12 8QQ, UK

49. Department of Psychology, Leiden University, 2311 EZ Leiden, The Netherlands

50. Department of Psychology, the Chinese University of Hong Kong, Hong Kong, SAR 100871, People's Republic of China

51. Department of Psychology, Bournemouth University, Poole BH12 5BB, UK

52. Department of Neuroimaging, IoPPN, King's College London, UK

53. IGDORE, London, UK

54. Department of Psychology III, University of Würzburg, 97070 Würzburg, Germany

55. Faculty for Geo-Information Science and Earth Observation, University of Twente, 7522 NB, The Netherlands

56. School of Psychology, University of Auckland, Auckland 1142, New Zealand

57. School of Psychology and Neuroscience, University of Glasgow, Glasgow G12 8QQ, UK

58. Department of Social Sciences, University of the West of England, Bristol BS16 1QY, UK

59. Department of Biological and Experimental Psychology, Queen Mary University of London, E1 4NS, UK

60. South-East European Research Centre, Thessaloniki, Greece

61. Department of Neuroscience, Psychology and Behaviour, University of Leicester, UK

62. Department of Psychology, Witten/Herdecke University, Germany

63. Departments of Psychiatry and Experimental Psychology, University of Oxford, UK

64. School of Psychology, Keele University, Newcastle ST5 5BG, UK

65. School of Psychology, Queen's University Belfast, Belfast BT7 1NN, UK

66. Department of Psychology, University of Montreal, Canada

Abstract

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.

Publisher

The Royal Society

Subject

Multidisciplinary

Reference123 articles.

1. Towards a culture of open scholarship: the role of pedagogical communities

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4. A community-sourced glossary of open scholarship terms

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