Open Science Projects
UK Psychology PhD Researchers’ Knowledge, Perceptions, and Experiences of Open Science
Collins, L., Terry, J., Pownall, M., & Jones, A., Sladekova, M.
Open science practices have played an important role in the methodological reform aimed at improving the credibility of findings in psychology. Although psychologists are engaging in open science increasingly more often, it is still far from the norm. Early career researchers are often at the forefront of change when it comes to adopting new research practices. This project aims to learn more about psychology PhD researchers’ experiences of open science.
The study employs a mixed-methods approach to gain a comprehensive overview of the researchers’ perceptions and understanding of open science practices such as open data and materials, open-access publishing, preregistration, preprints, or computational reproducibility. We also want to understand the barriers the researchers might face when trying to engage in open science. My role in the project is to support the quantitative analysis led by Jenny Terry exploring the predictors of engagement in open science practices by the PhD researchers.
Data and materials: https://osf.io/5x3z9/
Teaching open and reproducible scholarship: a critical review of the evidence base for current pedagogical methods and their outcomes
Pownall, M., Azevedo, F., König, [et al., including Sladekova, M.]
Published in Royal Society Open Science
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.