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


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.

Publication DOI: https://doi.org/10.1098/rsos.221255
Additional Information: 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.
Uncontrolled Keywords: open science,open research,pedagogy,teaching,learning,students,open scholarship,open educational resources
Publication ISSN: 2054-5703
Last Modified: 18 Jul 2024 07:26
Date Deposited: 24 May 2023 11:20
Full Text Link:
Related URLs: https://royalso ... 098/rsos.221255 (Publisher URL)
http://www.scop ... tnerID=8YFLogxK (Scopus URL)
PURE Output Type: Review article
Published Date: 2023-05-17
Accepted Date: 2023-04-26
Authors: Pownall, Madeleine
Azevedo, Flávio
König, Laura M.
Slack, Hannah R.
Evans, Thomas Rhys
Flack, Zoe
Grinschgl, Sandra
Elsherif, Mahmoud M.
Gilligan-Lee, Katie A.
de Oliveira, Catia M. F.
Gjoneska, Biljana
Kalandadze, Tamara
Button, Katherine
Ashcroft-Jones, Sarah
Terry, Jenny
Albayrak-Aydemir, Nihan
Děchtěrenko, Filip
Alzahawi, Shilaan
Baker, Bradley J.
Pittelkow, Merle-Marie
Riedl, Lydia
Schmidt, Kathleen
Pennington, Charlotte R. (ORCID Profile 0000-0002-5259-642X)
Shaw, John J.
Lüke, Timo
Makel, Matthew C.
Hartmann, Helena
Zaneva, Mirela
Walker, Daniel
Verheyen, Steven
Cox, Daniel
Mattschey, Jennifer
Gallagher-Mitchell, Tom
Branney, Peter
Weisberg, Yanna
Izydorczak, Kamil
Al-Hoorie, Ali H.
Creaven, Ann-Marie
Stewart, Suzanne L. K.
Krautter, Kai
Matvienko-Sikar, Karen
Westwood, Samuel J.
Arriaga, Patrícia
Liu, Meng
Baum, Myriam A.
Wingen, Tobias
Ross, Robert M.
O'Mahony, Aoife
Bochynska, Agata
Jamieson, Michelle



Version: Published Version

License: Creative Commons Attribution

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