TY - JOUR
T1 - Teaching open and reproducible scholarship: a critical review of the evidence base for current pedagogical methods and their outcomes
AU - Pownall, Madeleine
AU - Azevedo, Flávio
AU - König, Laura M.
AU - Slack, Hannah R.
AU - Evans, Thomas Rhys
AU - Flack, Zoe
AU - Grinschgl, Sandra
AU - Elsherif, Mahmoud M.
AU - Gilligan-Lee, Katie A.
AU - de Oliveira, Catia M. F.
AU - Gjoneska, Biljana
AU - Kalandadze, Tamara
AU - Button, Katherine
AU - Ashcroft-Jones, Sarah
AU - Terry, Jenny
AU - Albayrak-Aydemir, Nihan
AU - Děchtěrenko, Filip
AU - Alzahawi, Shilaan
AU - Baker, Bradley J.
AU - Pittelkow, Merle-Marie
AU - Riedl, Lydia
AU - Schmidt, Kathleen
AU - Pennington, Charlotte R.
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, Tom
AU - Branney, Peter
AU - Weisberg, Yanna
AU - Izydorczak, Kamil
AU - Al-Hoorie, Ali H.
AU - Creaven, Ann-Marie
AU - Stewart, Suzanne L. K.
AU - Krautter, Kai
AU - Matvienko-Sikar, Karen
AU - Westwood, Samuel J.
AU - Arriaga, Patrícia
AU - Liu, Meng
AU - Baum, Myriam A.
AU - Wingen, Tobias
AU - Ross, Robert M.
AU - O'Mahony, Aoife
AU - Bochynska, Agata
AU - Jamieson, Michelle
AU - FORRT,
N1 - Copyright © 2023 The Authors. Published by the Royal Society under the terms of the Creative Commons Attribution License https://creativecommons.org/licenses/by/4.0/, which permits unrestricted use, provided the original author and source are credited.
Funding: T.G.M. is supported by a UKRI/ESRC rapid call grant, K.M.S. by Health Research Board Applying Researchinto Policy and Practice Fellowship, R.M.R. is supported by the John Templeton Foundation (grant ID: 62631) and B.J.I.by a Northern Ireland Department for the Economy Research Studentship.
PY - 2023/5/17
Y1 - 2023/5/17
N2 - 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.
AB - 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.
KW - open science
KW - open research
KW - pedagogy
KW - teaching
KW - learning
KW - students
KW - open scholarship
KW - open educational resources
UR - https://royalsocietypublishing.org/doi/10.1098/rsos.221255
UR - http://www.scopus.com/inward/record.url?scp=85160541340&partnerID=8YFLogxK
U2 - 10.1098/rsos.221255
DO - 10.1098/rsos.221255
M3 - Review article
C2 - 37206965
SN - 2054-5703
VL - 10
JO - Royal Society Open Science
JF - Royal Society Open Science
IS - 5
M1 - 221255
ER -