Open Science Promotes Diverse, Just, and Sustainable Research and Educational Outcomes

2019 ◽  
Vol 19 (1) ◽  
pp. 5-20 ◽  
Author(s):  
Jon E Grahe ◽  
Kelly Cuccolo ◽  
Dana C Leighton ◽  
Leslie D Cramblet Alvarez
Keyword(s):  
Educational Outcomes ◽  
Open Science ◽  
Organizational Systems ◽  
Research Projects ◽  
Equitable Distribution ◽  
The Past ◽  
Psychological Science ◽  
Collaborative Efforts

Open science initiatives, which are often collaborative efforts focused on making research more transparent, have experienced increasing popularity in the past decade. Open science principles of openness and transparency provide opportunities to advance diversity, justice, and sustainability by promoting diverse, just, and sustainable outcomes among both undergraduate and senior researchers. We review models that demonstrate the importance of greater diversity, justice, and sustainability in psychological science before describing how open science initiatives promote these values. Open science initiatives also promote diversity, justice, and sustainability through increased levels of inclusion and access, equitable distribution of opportunities and dissemination of knowledge, and increased sustainability stemming from increased generalizability. In order to provide an application of the concepts discussed, we offer a set of diversity, justice, and sustainability lens questions for individuals to use while assessing research projects and other organizational systems and consider concrete classroom applications for these initiatives.

Increasing Participation in Psychological Science by Using Course-Based Research Projects: Testing Theory, Using Open-Science Practices, and Professionally Presenting Research

2021 ◽  
pp. 009862832110242
Author(s):  
Scott D. Frankowski
Keyword(s):  
Undergraduate Research ◽  
Open Science ◽  
Independent Study ◽  
Future Research ◽  
Research Projects ◽  
Research Experiences ◽  
Science Practices ◽  
Psychological Science ◽  
Undergraduate Research Experiences ◽  
Testing Theory

Introduction: Undergraduate research experiences prepare students for graduate training or employment. Statement of problem: At many teaching-intensive universities, there is a greater demand for research experiences than there are independent study opportunities. Students from typically underrepresented backgrounds may also be unaware of a department’s undergraduate research pipeline of independent study, honor’s theses, and internal research funding. Literature review: Course-based research contributes to diversity and inclusivity in access to undergraduate research experiences, especially at teaching-intensive universities. Course-based research is often integrated into methods courses, but not content courses. Teaching implications: I present practical ways to integrate research projects into courses. I stress the importance of testing theory, teaching open-science practices, and providing opportunities for students to present professionally. I also provide examples of implementing group research projects in content courses. Conclusion: Implementing course-based research projects, especially at teaching-intensive universities, can expand access to psychological science by providing valuable research opportunities for many students. Instructors can also benefit by intertwining their teaching, mentoring, and research goals. Future research should focus on experimentally testing learning outcomes.

scholarly journals WORCS: A workflow for open reproducible code in science

Data Science ◽  
2021 ◽  
pp. 1-21
Author(s):  
Caspar J. Van Lissa ◽  
Andreas M. Brandmaier ◽  
Loek Brinkman ◽  
Anna-Lena Lamprecht ◽  
Aaron Peikert ◽  
...  
Keyword(s):  
Best Practices ◽  
Source Code ◽  
R Package ◽  
Open Science ◽  
Research Projects ◽  
Tabular Data ◽  
Step Procedure ◽  
Starting Point ◽  
Conducting Research ◽  
And Training

Adopting open science principles can be challenging, requiring conceptual education and training in the use of new tools. This paper introduces the Workflow for Open Reproducible Code in Science (WORCS): A step-by-step procedure that researchers can follow to make a research project open and reproducible. This workflow intends to lower the threshold for adoption of open science principles. It is based on established best practices, and can be used either in parallel to, or in absence of, top-down requirements by journals, institutions, and funding bodies. To facilitate widespread adoption, the WORCS principles have been implemented in the R package worcs, which offers an RStudio project template and utility functions for specific workflow steps. This paper introduces the conceptual workflow, discusses how it meets different standards for open science, and addresses the functionality provided by the R implementation, worcs. This paper is primarily targeted towards scholars conducting research projects in R, conducting research that involves academic prose, analysis code, and tabular data. However, the workflow is flexible enough to accommodate other scenarios, and offers a starting point for customized solutions. The source code for the R package and manuscript, and a list of examplesof WORCS projects, are available at https://github.com/cjvanlissa/worcs.

EXPRESS: New Order and Old Institutions: South Africa and the Institutional Work of the Truth and Reconciliation Commission

2021 ◽  
pp. 017084062110062
Author(s):  
Tapiwa Seremani ◽  
Carine Farias ◽  
Stewart Clegg
Keyword(s):  
Armed Forces ◽  
Truth And Reconciliation Commission ◽  
New Order ◽  
Institutional Work ◽  
Reconciliation Commission ◽  
Truth And Reconciliation ◽  
The Past ◽  
Maintenance Work ◽  
Institutional Maintenance ◽  
Collaborative Efforts

The paper contributes to literatures on settlements and institutional maintenance work. It does so by unpacking post-settlement legitimation efforts required to maintain contentious institutions between previously conflicting actors. Settlements often necessitate the maintenance of institutions from the past whose legitimacy is dubious for the new regime. We study the role played by South Africa’s Truth and Reconciliation Commission in re-legitimating and maintaining the institution of the armed forces in the transition from apartheid to democracy. Maintaining this legitimacy required collaboration between the incoming government as well as the apartheid era armed forces. We term these unexpected collaborative efforts “reluctant accommodation work”. Our findings show that the lines of allegiance may be more fluid than currently depicted in the literature. Actors that previously conflicted need to find an interest in collaborating in their efforts to shape central institutions. Second, we show that for settlements to shape the field, they need to agree on the terms of collaboration, what we term “passage points” as well as engage in public ceremonies to broadly legitimate the settlement and the institution it seeks to preserve.

INTRODUCTION

PEDIATRICS ◽  
1992 ◽  
Vol 90 (3) ◽  
pp. V-V
Author(s):  
ROBERT J. HAGGERTY
Keyword(s):  
Animal Models ◽  
Interdisciplinary Approach ◽  
Developmental Psychobiology ◽  
Research Projects ◽  
Older Children ◽  
Pediatric Practice ◽  
The Past ◽  
Scientific Disciplines ◽  
And Child Health ◽  
Made In

The William T. Grant Foundation supports eight consortia, each devoted to a specific issue, and each consisting of ten to twenty members from a Variety of scientific disciplines. Our purpose is to provide a forum for discussion of ideas, research, and conceptual and theoretical bases of that research to individuals who work in related areas, but who might not under other circumstances have easy communication with each other, especially in the preliminary stages of the development of their research projects. By the time national meetings occur, projects are of necessity completed, and there is no chance for modification using an interdisciplinary approach. We have been very pleased with this device to bring research workers of different disciplines together. The newest of these consortia is devoted to the Developmental Psychobiology of Stress and includes pediatricians, psychologists, and anthropologists who work on both human and animal models. This group moved promptly in their first meeting to bring together a talented group of researchers from different disciplines; the results of their research are presented in this supplement. They well exemplify the advances that have been made in recent years in methodology to study mind-body interactions in infants and older children. Methodologic barriers in the past have limited research on stress in humans. It is stimulating and exciting to see that these barriers are beginning to be overcome, and that research such as is presented here is illuminating this exciting new field. It has enormous application to pediatric practice and child health in the future.

scholarly journals Maximizing the Reproducibility of Your Research

2016 ◽  
Author(s):  
Frank Bosco ◽  
Joshua Carp ◽  
James G. Field ◽  
Hans IJzerman ◽  
Melissa Lewis ◽  
...  
Keyword(s):  
New York ◽  
Open Science ◽  
Psychological Science ◽  
Science Collaboration

Open Science Collaboration (in press). Maximizing the reproducibility of your research. In S. O. Lilienfeld & I. D. Waldman (Eds.), Psychological Science Under Scrutiny: Recent Challenges and Proposed Solutions. New York, NY: Wiley.

scholarly journals New mobilities and psychology: Why are we still not on the move?

2020 ◽  
Vol 16 (2) ◽  
pp. 186-192 ◽  
Author(s):  
Vlad P. Glăveanu
Keyword(s):  
Social Sciences ◽  
Subject Area ◽  
The Past ◽  
Psychological Science ◽  
The Social ◽  
Self And Identity ◽  
Identity Learning

The new mobilities paradigm has been influential within the social sciences for the past two decades. And yet, psychology is undoubtably slow to incorporate mobility as a key lens through which to consider its subject area. In this editorial, I will make the case that we would benefit greatly from focusing more on personal, collective and psychological mobilities and the kinds of conceptual, methodological and practical challenges they raise. To illustrate this, I briefly discuss the notions of self and identity, learning, and imagination and creativity. Final conclusions are offered regarding a late but welcomed ‘mobilities turn’ in psychological science.

scholarly journals Alchemy & algorithms: perspectives on the philosophy and history of open science

2019 ◽  
Vol 5 ◽  
Author(s):  
Leo Lahti ◽  
Filipe da Silva ◽  
Markus Laine ◽  
Viivi Lähteenoja ◽  
Mikko Tolonen
Keyword(s):  
Academic Research ◽  
Open Science ◽  
Ethical Challenges ◽  
Community Resource ◽  
Philosophical Foundations ◽  
The Past ◽  
History Of ◽  
Video And Audio ◽  
The University ◽  
Science Movement

This paper gives the reader a chance to experience, or revisit, PHOS16: a conference on the History and Philosophy of Open Science. In the winter of 2016, we invited a varied international group to engage with these topics at the University of Helsinki, Finland. Our aim was to critically assess the defining features, underlying narratives, and overall objectives of the open science movement. The event brought together contemporary open science scholars, publishers, and advocates to discuss the philosophical foundations and historical roots of openness in academic research. The eight sessions combined historical views with more contemporary perspectives on topics such as transparency, reproducibility, collaboration, publishing, peer review, research ethics, as well as societal impact and engagement. We gathered together expert panellists and 15 invited speakers who have published extensively on these topics, allowing us to engage in a thorough and multifaceted discussion. Together with our involved audience we charted the role and foundations of openness of research in our time, considered the accumulation and dissemination of scientific knowledge, and debated the various technical, legal, and ethical challenges of the past and present. In this article, we provide an overview of the topics covered at the conference as well as individual video interviews with each speaker. In addition to this, all the talks, Q&A sessions, and interviews were recorded and they are offered here as an openly licensed community resource in both video and audio form.

scholarly journals Evaluering af naturfaglige kompetencer

2017 ◽  
Vol 11 (3) ◽  
pp. 2 ◽  
Author(s):  
Jens Dolin ◽  
Jan Alexis Nielsen ◽  
Sofie Tidemand
Keyword(s):  
Science Education ◽  
Student Motivation ◽  
International Research ◽  
Learning Objectives ◽  
Risk Shifting ◽  
Research Projects ◽  
Performance Orientation ◽  
The Past ◽  
New Learning ◽  
Use Of Assessment

Artiklen skitserer kort de sidste 40-50 års udvikling i naturfagene op til det nuværende fokus på undersøgelsesbaseret undervisning og udvikling af kompetencer. Den påpeger hvorledes mange traditionelle evalueringsformer, især brugt ved eksamen, ikke er i stand til at indfange de ønskede kompetencer, hvorfor de har svært ved at slå igennem i den daglige undervisning. Med udgangspunkt i en model af sammenhængene mellem formativ og summativ brug af evaluering argumenteres for nødvendigheden af større alignment mellem naturfagenes formål, pædagogik og evalueringsformer. Artiklen giver eksempler fra en række danske og internationale forskningsprojekter på udvikling og implementering af evalueringsformer, der kan indfange de nye læringsmål og som brugt formativt kan fremme deres læring. Den viser hvilke muligheder og udfordringer de rummer for lærere, og hvorledes en meget struktureret brug af evalueringer kan risikere at elevmotivationen forskydes fra en mestringsorientering hen mod en præstationsorientering. Afslutningsvis bliver der peget på forskellige måder til at håndtere modsætningerne mellem en formativ og en summativ brug af evalueringer. Dels gennem tiltag, der mindsker karakterpresset i skolen, og dels gennem udvikling af nye eksamensformer, der er i bedre overensstemmelse med en kompetenceorienteret undervisning.Nøgleord: kompetencer, evaluering, naturfag, motivation, karakterer Assessment of science competencesAbstractThe article briefly outlines the past 40-50 years of development in science education up to the current focus on inquiry-based teaching and competence development. It points out how many traditional forms of assessment, especially used for examinations, are unable to capture the desired competences, which makes them difficult to realize in daily teaching.Based on a model of the relationships between formative and summative use of assessment, it is argued for the need for greater alignment between the goals in science subjects, teaching and assessment. The article provides examples from a number of Danish and international research projects on the development and implementation of assessment methods that can capture the new learning objectives and which used formatively can promote their learning. It demonstrates what opportunities and challenges they have for teachers, and how a highly structured use of assessment may risk shifting student motivation from a mastering orientation towards a performance orientation. In conclusion, different ways are identified to deal with the contradiction between a formative and a summative use of assessment. Partly through actions that reduce the level of pressure in school for high marks, and partly through the development of new forms of assessment that are in better accordance with a competence-oriented education.Keywords: competences, assessment, science education, motivation, grading

How (and Whether) to Teach Undergraduates About the Replication Crisis in Psychological Science

2018 ◽  
Vol 45 (2) ◽  
pp. 158-163 ◽  
Author(s):  
William J. Chopik ◽  
Ryan H. Bremner ◽  
Andrew M. Defever ◽  
Victor N. Keller
Keyword(s):  
Best Practices ◽  
Research Methods ◽  
Natural Science ◽  
Pedagogical Tool ◽  
The Past ◽  
Psychological Science ◽  
Replication Crisis ◽  
Psychological Studies

Over the past 10 years, crises surrounding replication, fraud, and best practices in research methods have dominated discussions in the field of psychology. However, no research exists examining how to communicate these issues to undergraduates and what effect this has on their attitudes toward the field. We developed and validated a 1-hr lecture communicating issues surrounding the replication crisis and current recommendations to increase reproducibility. Pre- and post-lecture surveys suggest that the lecture serves as an excellent pedagogical tool. Following the lecture, students trusted psychological studies slightly less but saw greater similarities between psychology and natural science fields. We discuss challenges for instructors taking the initiative to communicate these issues to undergraduates in an evenhanded way.

Moving Forward with an Eye on the Past

2017 ◽  
pp. 112-128
Author(s):  
Jerome C. Bush
Keyword(s):  
Professional Development ◽  
Teacher Research ◽  
Historical Perspective ◽  
First Century ◽  
Past Century ◽  
Research Projects ◽  
The Past ◽  
Transformative Potential ◽  
New Models ◽  
Potential Benefits

Teacher research has become a well-known term in professional development circles, yet it is still often misunderstood. This chapter seeks to facilitate those who are interested in teacher research by providing a historical perspective. Understanding the development of teacher research over that past century will allow interested parties to move forward with greater insight of the potential benefits and drawbacks inherent in teacher research. Such an analysis may lead to increased success for teacher research projects as the twenty-first century unfolds. Although teacher research can be a challenging form of professional development, it has incredible transformative potential. It has the potential to enhance the entire profession of teaching as well as the knowledge, skills and abilities of individual teachers. A call is made for teachers and academics to move forward by forming an alliance to explore new models and methods of teacher research.

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