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

Pownall, Madeleine
; 
Azevedo, Flávio
; 
König, Laura M.
; 
Slack, Hannah R.
; 
Evans, Thomas R.
; 
Flack, Zoe M.
; 
Grinschgl, Sandra
; 
Elsherif, Mahmoud M.
; 
Gilligan-Lee, Katie A.
; 
de Oliveira, Catia M. F.
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University of Leeds; University of Cambridge; University of Bayreuth; University of Nottingham; University of Greenwich; University of Brighton; University of Graz; University of Birmingham; University College Dublin; University of York; Macedonian Academy of Sciences and Arts; Ostfold University College; University of Bath; University of Oxford; University of Sussex; The Open University; College of Polytechnics Jihlava; Stanford University; Temple University; University of Groningen; Philipps-University Marburg; Ashland University; Aston University; De Montfort University; Johns Hopkins University; University of Vienna; University of Bradford; Erasmus University Rotterdam; University of Manchester; Liverpool Hope University; Linfield University; University of Social Sciences and Humanities; Jubail English Language and Preparatory Year Institute; University of Limerick; University of Chester; Saarland University; University College Cork; University of Westminster; Iscte-Universty Institute of Lisbon; University Hospital Bonn; Macquarie University; Cardiff University; University of Oslo; University of Glasgow; Leiden University; The Chinese University of Hong Kong; Bournemouth University; King's College London; University of Würzburg; University of Twente; University of Auckland; University of the West of England; Queen Mary University of London; South-East European Research Centre; University of Leicester; Witten/Herdecke University; Queen's University Belfast; University of Montreal
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2023-05-17
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Psychology
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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 (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). 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.
Citation
Pownall, M., Azevedo, F., König, L. M., Slack, H. R., Evans, T. R., Flack, Z., Grinschgl, S., Elsherif, M. M., Gilligan-Lee, K. A., de Oliveira, C. M. F., Gjoneska, B., Kalandadze, T., Button, K., Ashcroft-Jones, S., Terry, J., Albayrak-Aydemir, N., Dĕchtĕrenko, F., Alzahawi, S., Baker, B. J., Pittelkow, M-M. ... Sadhwani, S. (2023). Teaching open and reproducible scholarship: A critical review of the evidence base for current pedagogical methods and their outcomes. Royal Society Open Science, 10(5), 221255. https://doi.org/10.1098/rsos.221255
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The Royal Society
Journal
Royal Society Open Science
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http://hdl.handle.net/10034/627780
DOI
10.1098/rsos.221255
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Article
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2054-5703
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https://royalsocietypublishing.org/journal/rsos
https://royalsocietypublishing.org/doi/10.1098/rsos.221255