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

Madeleine PownallFlávio AzevedoLaura M KönigHannah R SlackThomas Rhys EvansZoe FlackSandra GrinschglMahmoud Medhat ElsherifKatie A Gilligan-LeeCatia Margarida OliveiraBiljana GjoneskaTamara KalandadzeKatherine ButtonSarah Ashcroft-JonesJenny TerryNihan Albayrak-AydemirFilip DěchtěrenkoShilaan AlzahawiBradley J BakerMerle-Marie PittelkowLydia RiedlKathleen E SchmidtCharlotte R PenningtonJohn J ShawTimo LükeMatthew C MakelHelena HartmannMirela ZanevaDaniel WalkerSteven VerheyenDaniel CoxJennifer MattscheyTom Gallagher-MitchellPeter BranneyYanna WeisbergKamil IzydorczakAli H Al-HoorieAnn-Marie CreavenSuzanne L K StewartKai KrautterKaren Matvienko-SikarSamuel J WestwoodPatrícia Paula Lourenço E ArriagaMeng LiuMyriam A BaumTobias WingenRobert M RossAoife O'MahonyAgata BochynskaMichelle JamiesonMyrthe Vel TrompSiu Kit YeungMartin R VasilevAmélie Gourdon-KanhukamweLeticia MicheliMarkus KonkolDavid MoreauJames E BartlettKait ClarkGwen BrekelmansTheofilos GkinopoulosSamantha L TylerJan Philipp RöerZlatomira G IlchovskaChristopher R MadanOlly RobertsonBethan J IleySamuel GuayMartina SladekovaShanu Sadhwaninull null
Published in: Royal Society open science (2023)
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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