In education, scientific research should play an important role in improving learner outcomes by informing and enhancing policy and practice. However, a substantial gap exists between research and practice in the field. To close this gap, researchers in educational psychology can apply open-science practices to increase the credibility, impact, and equity of their research. In this article, we examine three open-science practices -- open data and code, open access and preprints, and crowdsourcing -- that are well-suited to foster credibility, impact, and equity of research. For each open-science practice, we briefly discuss what the practice is and how it works, its primary benefits, some important limitations and challenges, and a thorny issue related to the practice. PLEASE DO NOT CITE YET:This article is part of a forthcoming journal Special Issue on Open Science in Education and currently under review. Carly Robinson is NOT the correct author, so please do not cite this article until it is updated with the correct authors' names. If you are interested in citing this work please either (a) check back at this url later -- we anticipated that the correct authors' names will be included no later than February 2021, or (b) contact Carly Robinson ([email protected]) directly to see if the paper might be cited on an earlier time frame.
Investigation of Preservice Elementary Teachers' Perception on Science Inquiry Regarding Science Practices
