Teaching Replication and Open Science

Brinkman, L. (Loek), De Jonge, M.O. (Mario)

 

Submission type

Symposium

Scheduled

Luxembourgzaal, 26-09-2016 - 26-09-2019, 11:00 - 12:00

Keywords

Teaching Replication, Teaching Open Science, Good Research Practices

Summary of Symposium

One of the challenges educators in Psychology face today is preparing students to deal with issues related to open science and good research practices. In the present symposium, we report the results and recommendations from a project funded by the educational resources pool at Utrecht University aimed at exploring open science related educational activities in the Bachelor’s program at the Faculty of Social Sciences. Secondly, we provide an elaborate example of how a replication assignment was successfully implemented in a course on Educational Psychology to teach students about open science and replication research.

Auteurs

Teaching Open Science to Undergraduates

Brinkman, L. (Loek)

 

Abstract ID

44-1

Submission type

Oral only

Keywords

Teaching Open Science, Good Research practices, Replication research

Summary

Open Science and replication research are becoming more and more important for conducting scientific research. In the Netherlands, this is evident from calls to action by national research and governmental organizations (e.g., OCW, KNAW, NWO) as well as from calls to action at the level of individual universities. For instance, Utrecht University has explicitly stated ambitions concerning an open science program in its strategic plan 2016-2020. Since Open Science is to be the new norm, it is vital that we educate our students (the future generation of researchers) about good research practices and open science. We present the results from a project funded by the educational resources pool at Utrecht University in which we explored Open Science related educational activities in the Bachelor’s program at the Faculty of Social Sciences. The aim of the project was to have a general idea about what is already being taught, and what opportunities there are for integrating open science in education. Furthermore, we aimed to provide a preliminary overview of academic skills associated with open science and good research practices. Such skills are essential to properly prepare our students to be competitive in a future generation of researchers.

Auteurs

Teaching Replication in an Educational Psychology Course

De Jonge, M.O. (Mario)

 

Abstract ID

44-2

Submission type

Oral only

Keywords

Teaching Replication, Good Research Practices, Open Science

Summary

Independent replication of research findings is viewed as a cornerstone in science. However, analyzing the publication history of the top 100 journals in educational sciences, Makel and Plucker (2014) found that only 0.13% of all published articles were replications. Moreover, recent largescale collaborative replication efforts indicate that the replicability of published findings leaves much to be desired (e.g., Open Science Collaboration, 2015). Consequently, in recent years scientists have argued that we are in crisis and that something ought to change. One idea that has been forwarded in the literature (Frank & Saxe, 2012) is having undergraduate students perform replication research as part of their training in experimental methods. Replication research provides students with an excellent opportunity to learn about conducting scientific research, the importance of reporting standards, and the value of open science. In the present research assignment, small groups of students enrolled in an Educational Psychology course worked on a project in which they had to replicate selected findings from the literature. The replication research assignment provides an example of how replication research can be easily implemented within a Psychology course. Also, we will discuss the benefits, challenges, and lessons learned from the replication research assignment.

Auteurs

 

Abstract ID

44-3

Submission type

Oral only

Summary

n/a

Auteurs