Royal Society Open Science (May 2023)
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,
- Merle-Marie Pittelkow,
- Lydia Riedl,
- 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
Affiliations
- Madeleine Pownall
- School of Psychology, University of Leeds, Leeds LS2 9JT, UK
- Flávio Azevedo
- Department of Psychology, University of Cambridge, CB2 3EB, UK
- Laura M. König
- Faculty of Life Sciences: Food, Nutrition and Health, University of Bayreuth, 95447 Bayreuth, Germany
- Hannah R. Slack
- School of Psychology, University of Nottingham, Nottingham NG7 2RD, UK
- Thomas Rhys Evans
- School of Human Sciences, University of Greenwich, London SE10 9LS, UK
- Zoe Flack
- School of Humanities and Social Science, University of Brighton, BN2 0JY, UK
- Sandra Grinschgl
- Institute of Psychology, University of Graz, 8010 Graz, Austria
- Mahmoud M. Elsherif
- School of Psychology, University of Birmingham, B15 2TT, UK
- Katie A. Gilligan-Lee
- School of Psychology, University College Dublin, Dublin 4, DO4 V1WD, Ireland
- Catia M. F. de Oliveira
- Department of Psychology, University of York, York YO10 5DD, USA
- Biljana Gjoneska
- Macedonian Academy of Sciences and Arts, North Macedonia, XCWR+GJM, 1000
- Tamara Kalandadze
- Faculty of Teacher Education and Languages, Department of Education, ICT and Learning, Ostfold University College, 1757 Halden, Norway
- Katherine Button
- Department of Psychology, University of Bath, Bath BA2 7AY, UK
- Sarah Ashcroft-Jones
- Department of Experimental Psychology, University of Oxford, Oxford OX1 4BH18, UK
- Jenny Terry
- School of Psychology, University of Sussex, Brighton BN1 9RH, UK
- Nihan Albayrak-Aydemir
- School of Psychology and Counselling, the Open University, Milton Keynes MK7 6AA, UK
- Filip Děchtěrenko
- Department of Mathematics, College of Polytechnics Jihlava, 1556/16, 586 01, Czech Republic
- Shilaan Alzahawi
- Graduate School of Business, Stanford University, CA 94305, USA
- Bradley J. Baker
- Department of Sport and Recreation Management, Temple University, PA 19122, USA
- Merle-Marie Pittelkow
- Department of Psychology, University of Groningen, 9712 CP, Groningen, the Netherlands
- Lydia Riedl
- Department of Psychiatry and Psychotherapy, Philipps-University Marburg, D-35039 Marburg, Germany
- Kathleen Schmidt
- Department of Psychology, Ashland University, OH 44805, USA
- Charlotte R. Pennington
- School of Psychology, Aston University, Birmingham B4 7ET, UK
- John J. Shaw
- Division of Psychology, De Montfort University, Leicester LE1 9BH, UK
- Timo Lüke
- Institute for Educational Research and Teacher Education, University of Graz, Graz, 8010 Graz, Austria
- Matthew C. Makel
- School of Education, Johns Hopkins University, MD 21218, USA
- Helena Hartmann
- Department for Cognition, Emotion, and Methods in Psychology, University of Vienna, Vienna 1010, Austria
- Mirela Zaneva
- Department of Experimental Psychology, University of Oxford, Oxford OX1 4BH18, UK
- Daniel Walker
- Department of Psychology, Faculty of Management, Law and Social Sciences, University of Bradford, Bradford BD7 1DP, UK
- Steven Verheyen
- Department of Psychology, Education and Child Studies, Erasmus University Rotterdam, Rotterdam 3000, The Netherlands
- Daniel Cox
- Division of Neuroscience and Experimental Psychology, University of Manchester, Manchester M13 9PL, UK
- Jennifer Mattschey
- School of Psychology and Counselling, the Open University, Milton Keynes MK7 6AA, UK
- Tom Gallagher-Mitchell
- Department of Psychology, Liverpool Hope University, Liverpool L16 9JD, UK
- Peter Branney
- Department of Psychology, Faculty of Management, Law and Social Sciences, University of Bradford, Bradford BD7 1DP, UK
- Yanna Weisberg
- Department of Psychology, Linfield University, Linfield, 503-883-2200, USA
- Kamil Izydorczak
- Faculty of Psychology in Wrocław, SWPS University of Social Sciences and Humanities, Wrocław 03-81536, Al Jubail 35819, Poland
- Ali H. Al-Hoorie
- Jubail English Language and Preparatory Year Institute, Royal Commission for Jubail and Yanbu, Saudi Arabia
- Ann-Marie Creaven
- Department of Psychology, University of Limerick, V94 T9PX, Ireland
- Suzanne L. K. Stewart
- School of Psychology, University of Chester, Chester CH1 4BJ, UK
- Kai Krautter
- Department of Psychology, Saarland University, 66123 Saarbrücken, Germany
- Karen Matvienko-Sikar
- School of Public Health, University College Cork, Cork, T12 K8AF, Ireland
- Samuel J. Westwood
- Department of Psychology, School of Social Science, University of Westminster, London W1B 2HW, UK
- Patrícia Arriaga
- Iscte-Universty Institute of Lisbon, CIS-IUL, 1649-026 Lisboa, Portugal
- Meng Liu
- Faculty of Education, University of Cambridge, Cambridge CB2 1TN, UK
- Myriam A. Baum
- Department of Psychology, Saarland University, 66123 Saarbrücken, Germany
- Tobias Wingen
- Institute of General Practice and Family Medicine, University Hospital Bonn, University of Bonn, 53127 Bonn, Germany
- Robert M. Ross
- Department of Philosophy, Macquarie University, NSW 2109, Australia
- Aoife O'Mahony
- School of Psychology, Cardiff University, Cardiff CF10 3AT, UK
- Agata Bochynska
- University Library, University of Oslo, 0313 Oslo, Norway
- Michelle Jamieson
- School of Social and Political Sciences, University of Glasgow, Glasgow G12 8QQ, UK
- Myrthe Vel Tromp
- Department of Psychology, Leiden University, 2311 EZ Leiden, The Netherlands
- Siu Kit Yeung
- Department of Psychology, the Chinese University of Hong Kong, Hong Kong, SAR 100871, People's Republic of China
- Martin R. Vasilev
- Department of Psychology, Bournemouth University, Poole BH12 5BB, UK
- Amélie Gourdon-Kanhukamwe
- Department of Neuroimaging, IoPPN, King's College London, UK
- Leticia Micheli
- Department of Psychology III, University of Würzburg, 97070 Würzburg, Germany
- Markus Konkol
- Faculty for Geo-Information Science and Earth Observation, University of Twente, 7522 NB, The Netherlands
- David Moreau
- School of Psychology, University of Auckland, Auckland 1142, New Zealand
- James E. Bartlett
- School of Psychology and Neuroscience, University of Glasgow, Glasgow G12 8QQ, UK
- Kait Clark
- Department of Social Sciences, University of the West of England, Bristol BS16 1QY, UK
- Gwen Brekelmans
- Department of Biological and Experimental Psychology, Queen Mary University of London, E1 4NS, UK
- Theofilos Gkinopoulos
- South-East European Research Centre, Thessaloniki, Greece
- Samantha L. Tyler
- Department of Neuroscience, Psychology and Behaviour, University of Leicester, UK
- Jan Philipp Röer
- Department of Psychology, Witten/Herdecke University, Germany
- Zlatomira G. Ilchovska
- School of Psychology, University of Birmingham, B15 2TT, UK
- Christopher R. Madan
- School of Psychology, University of Nottingham, Nottingham NG7 2RD, UK
- Olly Robertson
- Departments of Psychiatry and Experimental Psychology, University of Oxford, UK
- Bethan J. Iley
- School of Psychology, Queen's University Belfast, Belfast BT7 1NN, UK
- Samuel Guay
- Department of Psychology, University of Montreal, Canada
- Martina Sladekova
- School of Humanities and Social Science, University of Brighton, BN2 0JY, UK
- Shanu Sadhwani
- School of Humanities and Social Science, University of Brighton, BN2 0JY, UK
- DOI
- https://doi.org/10.1098/rsos.221255
- Journal volume & issue
-
Vol. 10,
no. 5
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.
Keywords
