Learning from mistakes: Teaching students about errata, corrigenda, and nonretraction corrections to the research literature.

Haas, Heather A.; Rouse, Steven V.

doi:10.1037/stl0000216

Cited by 4 publications

(3 citation statements)

References 57 publications

(125 reference statements)

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“…Our review demonstrated that there is a plethora of peer-reviewed articles in this area. Haas & Rouse [ 91 ], for example, recommend that students be introduced to the concept of correction in the scientific record and taught how to identify and interpret correction notices during a literature search. One of the key requirements of a reliable scientific record is that publishers issue corrections whenever substantive errors in published research are identified.…”

Section: Open and Reproducible Scholarship And Students' Scientific L...mentioning

confidence: 99%

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

et al. 2023

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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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Section: Open and Reproducible Scholarship And Students' Scientific L...mentioning

confidence: 99%

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

et al. 2023

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show abstract

“…Our review demonstrated that there is a plethora of peer-reviewed articles in this area. Haas and Rouse (2022) recommend that students be introduced to the concept of correction in the scientific record, associated terminology, and taught how to identify and interpret correction notices, when encountered during a literature search. One of the key requirements of a reliable scientific record is that publishers issue corrections whenever substantive errors in published research are identified.…”

Section: Students' Consumption Of Sciencementioning

confidence: 99%

Teaching Open and Reproducible Scholarship: A Critical Review of the Evidence Base for Current Pedagogical Methods and their Outcomes

Pownall¹,

König²,

Slack³

et al. 2022

Preprint

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In recent years, the scientific community has called for improvements in the credibility, robustness, and reproducibility of research, characterized by higher standards of scientific evidence, increased interest in open practices, and promotion of transparency. While progress has been positive, there is a lack of consideration about how this approach can be embedded into undergraduate and postgraduate research training. Currently, the impact of integrating an open and reproducible approach into the curriculum on student outcomes is not well articulated in the literature. Therefore, in this paper, we provide the first comprehensivereview of how integrating open and reproducible scholarship into teaching and learning may impact students, using a large-scale, collaborative, team-science approach. Our review highlighted how embedding open and reproducible scholarship may impact: (1) students’ scientific literacies (i.e., students’ understanding of open research, consumption of science, and the development of transferable skills); (2) student engagement (i.e., motivation and engagement with learning, collaboration, and engagement in open research), and (3) students’attitudes towards science (i.e., trust in science and confidence in research findings). Our review also identified a need for more robust and rigorous methods within evaluations of teaching practice. We discuss implications for teaching and learning scholarship in this area.

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“…There is also a plethora of recent evidence that supports the need for incorporating this approach into undergraduate and postgraduate training (e.g., Button, 2018; FORRT, 2019; Pownall, 2020). This has led to discussions related to teaching undergraduate students about the factors that have contributed to the “replication crisis,” which is the growing concern about the lack of successful replications of published research (Chopik et al, 2018; Haas & Rouse, 2020). Similarly, there have been efforts to address QRPs in student research (Sacco & Brown, 2019; Strand & Brown, 2019; Wagge et al, 2019), and considerations of how to integrate this approach across teaching curricula (Frank & Saxe, 2012; Frankowski, 2021; Hanna et al, 2021; Sarafoglou et al, 2020).…”

Section: The Need For Open Educational Resourcesmentioning

confidence: 99%

Embedding open and reproducible science into teaching: A bank of lesson plans and resources.

Shaw

Pownall

Aldoh

et al. 2021

Scholarship of Teaching and Learning in Psychology

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Recently, there has been a growing emphasis on embedding open and reproducible approaches into research. One essential step in accomplishing this larger goal is to embed such practices into undergraduate and postgraduate research training. However, this often requires substantial time and resources to implement. Also, while many pedagogical resources are regularly developed for this purpose, they are not often openly and actively shared with the wider community. The creation and public sharing of open educational resources is useful for educators who wish to embed open scholarship and reproducibility into their teaching and learning. In this article, we describe and openly share a bank of teaching resources and lesson plans on the broad topics of open scholarship, open science, replication, and reproducibility that can be integrated into taught courses, to support educators and instructors. These resources were created as part of the Society for the Improvement of Psychological Science (SIPS) hackathon at the 2021 Annual Conference, and we detail this collaborative process in the article. By sharing these open pedagogical resources, we aim to reduce the labour required to develop and implement open scholarship content to further the open scholarship and open educational materials movement.

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Learning from mistakes: Teaching students about errata, corrigenda, and nonretraction corrections to the research literature.

Cited by 4 publications

References 57 publications

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

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

Teaching Open and Reproducible Scholarship: A Critical Review of the Evidence Base for Current Pedagogical Methods and their Outcomes

Embedding open and reproducible science into teaching: A bank of lesson plans and resources.

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