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

Madeleine Pownall; Flávio Azevedo; Laura M. König; Hannah R. Slack; Thomas Rhys Evans; Zoe Flack; Sandra Grinschgl; Mahmoud M. Elsherif; Katie A. Gilligan-Lee; Catia M. F. de Oliveira; Biljana Gjoneska; Tamara Kalandadze; Katherine Button; Sarah Ashcroft-Jones; Jenny Terry; Nihan Albayrak-Aydemir; Filip Děchtěrenko; Shilaan Alzahawi; Bradley J. Baker; Lydia Riedl; Merle-Marie Pittelkow; Kathleen Schmidt; Charlotte R. Pennington; John J. Shaw; Timo Lüke; Matthew C. Makel; Helena Hartmann; Mirela Zaneva; Daniel Walker; Steven Verheyen; Daniel Cox; Jennifer Mattschey; Tom Gallagher-Mitchell; Peter Branney; Yanna Weisberg; Kamil Izydorczak; Ali H. Al-Hoorie; Ann-Marie Creaven; Suzanne L. K. Stewart; Kai Krautter; Karen Matvienko-Sikar; Samuel J. Westwood; Patrícia Arriaga; Meng Liu; Myriam A. Baum; Tobias Wingen; Robert M. Ross; Aoife O'Mahony; Agata Bochynska; Michelle Jamieson; Myrthe Vel Tromp; Siu Kit Yeung; Martin R. Vasilev; Amélie Gourdon-Kanhukamwe; Leticia Micheli; Markus Konkol; David Moreau; James E. Bartlett; Kait Clark; Gwen Brekelmans; Theofilos Gkinopoulos; Samantha L. Tyler; Jan Philipp Röer; Zlatomira G. Ilchovska; Christopher R. Madan; Olly Robertson; Bethan J. Iley; Samuel Guay; Martina Sladekova; Shanu Sadhwani; FORRT

doi:10.1098/rsos.221255

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

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

Madeleine Pownall, Flávio Azevedo, Laura M. König, Hannah R. Slack, Thomas Rhys Evans, Zoe Flack, Sandra Grinschgl, Mahmoud M. Elsherif, Katie A. Gilligan-Lee, Catia M. F. de Oliveira, …

Royal Society Open Science, Vol.10(5), 221255

17/05/2023

DOI: https://doi.org/10.1098/rsos.221255

PMID: 37206965

Abstract

Open Research

Open Scholarship

Open Science

Pedagogy

Science, Society And Policy

Teaching

Higher Education

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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Title: Teaching open and reproducible scholarship: a critical review of the evidence base for current pedagogical methods and their outcomes
Creators: Madeleine Pownall - University of Leeds
Flávio Azevedo - University of Cambridge
Laura M. König - University of Bayreuth
Hannah R. Slack - University of Nottingham
Thomas Rhys Evans - University of Greenwich
Zoe Flack - University of Brighton
Sandra Grinschgl - University of Graz
Mahmoud M. Elsherif - University of Oxford
Katie A. Gilligan-Lee - University College Dublin
Catia M. F. de Oliveira - Department of Psychology, University of York, York YO10 5DD, USA
Biljana Gjoneska - Macedonian Academy of Sciences and Arts
Tamara Kalandadze - Østfold University College
Katherine Button - University of Bath
Sarah Ashcroft-Jones - University of Oxford
Jenny Terry - University of Sussex
Nihan Albayrak-Aydemir - The Open University
Filip Děchtěrenko - College of Polytechnics Jihlava
Shilaan Alzahawi - Stanford University
Bradley J. Baker - University of Massachusetts Amherst
Lydia Riedl - Philipps University of Marburg
Merle-Marie Pittelkow - University of Groningen
Kathleen Schmidt - Ashland University
Charlotte R. Pennington - Aston University
John J. Shaw - De Montfort University
Timo Lüke - University of Graz
Matthew C. Makel - Johns Hopkins University
Helena Hartmann - University of Vienna
Mirela Zaneva - University of Oxford
Daniel Walker - University of Bradford
Steven Verheyen - Erasmus University Rotterdam
Daniel Cox - University of Manchester
Jennifer Mattschey - The Open University
Tom Gallagher-Mitchell - Liverpool Hope University
Peter Branney - University of Bradford
Yanna Weisberg - Linfield College
Kamil Izydorczak - Uniwersytet SWPS
Ali H. Al-Hoorie - Royal Commission for Jubail and Yanbu
Ann-Marie Creaven - University of Limerick
Suzanne L. K. Stewart - University of Chester
Kai Krautter - Saarland University
Karen Matvienko-Sikar - University College Cork
Samuel J. Westwood - University of Westminster
Patrícia Arriaga - Iscte – Instituto Universitário de Lisboa
Meng Liu - University of Cambridge
Myriam A. Baum - Saarland University
Tobias Wingen - University Hospital Bonn
Robert M. Ross - Macquarie University
Aoife O'Mahony - Cardiff University
Agata Bochynska - University of Oslo
Michelle Jamieson - University of Glasgow
Myrthe Vel Tromp - Leiden University
Siu Kit Yeung - Chinese University of Hong Kong
Martin R. Vasilev - Bournemouth University
Amélie Gourdon-Kanhukamwe - King's College London
Leticia Micheli - University of Würzburg
Markus Konkol - University of Twente
David Moreau - University of Auckland
James E. Bartlett - University of Glasgow
Kait Clark - University of the West of England
Gwen Brekelmans - Queen Mary University of London
Theofilos Gkinopoulos - South East European Research Centre
Samantha L. Tyler - University of Leicester
Jan Philipp Röer - Witten/Herdecke University
Zlatomira G. Ilchovska - University of Birmingham
Christopher R. Madan - University of Nottingham
Olly Robertson - University of Oxford
Bethan J. Iley - University of Kent
Samuel Guay - Université de Montréal
Martina Sladekova - University of Brighton
Shanu Sadhwani - University of Brighton
FORRT
Publication Details: Royal Society Open Science, Vol.10(5), 221255
Publisher: The Royal Society
Date published: 17/05/2023
Date accepted: 26/04/2023
Grant note: T.G.M. is supported by a UKRI/ESRC rapid call grant, K.M.S. by Health Research Board Applying Research into 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.
Identifiers: 99843165402346
Academic Unit: School of Psychology
Language: English
Resource Type: Journal article
Data Access Statement: The data are provided in the electronic supplementary material http://dx.doi.org/10.6084/m9.figshare.c.6641489

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

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