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

Author

Pownall, M., Azevedo, F., König, L M., Slack, H. R., Evans, T. R., Flack, Z., Grinschgl, S., Elsherif, M., Gilligan-Lee, K. A., Oliveira, C. M. F. de, Gjoneska, B., Kalandadze, T., Button, K., Ashcroft-Jones, S., Terry, J., Albayrak-Aydemir, N., Děchtěrenko, F., Alzahawi, S., Arriaga, P., Sadhwani, S., and Framework for Open and Reproducible Research Training

Subjects
Ciências Sociais::Ciências da Educação [Domínio/Área Científica], Open scholarship, Pedagogy, Teaching, Higher education, Open research, Open science, Ciências Sociais::Psicologia [Domínio/Área Científica]
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 the 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. info:eu-repo/semantics/publishedVersion

Published
2023

2. Data from an International Multi-Centre Study of Statistics and Mathematics Anxieties and Related Variables in University Students (the SMARVUS Dataset)

Author

Terry, J., Ross, R., Nagy, T., Salgado, M., Garrido-Vásquez, P., Sarfo, J. O., Cooper, S., Buttner, A., Lima, T. J. S., Ozturk, I., Akay, N., Santos, F., Artemenko, C., Copping, L., Elsherif, M. M., Milovanović, I., Cribbie, R., Drushlyak, M., Swainston, K., Shou, Y., Leongómez, J. D., Palena, N., Abidin, F. A., Reyes, M-F., He, Y., Abraham, J., Vatakis, A., Jankowsky, K., Schmidt, S. N. L., Grimm, E., González, D., Schmid, P., Ferreira, R., Rozgonjuk, D., Özhan, N., O’Connor, P. A., Zsido, A., Stiglic, G., Rhodes, D., Rodríguez, C., Ropovik, I., Enea, V., Nurwanti, R., Estudillo, A., Beribisky, N., Himawan, K. K., Geven, L., van Hoogmoed, A., Bret, A., Chapman, J., Alter, U., Flack, T., hanna, d., Soltanlou, M., Baník, G., Adamkovic, M., van der Ven, S., Mosbacher, J., Sen, H., Anderson, J., Batashvili, M., de Groot, K., Parker, M., Helmy, M., Ostroha, M., Gilligan-Lee, K. A., Egara, F., Barwood, M., Thomas, K., McMahon, G., Griffin, S., Nuerk, H-C., Counsell, A., Lindemann, O., Van Rooy, D., Wege, T. E., Lewis, J., Aczel, B., Monaghan, C., Al-Hoorie, A., Huber, J., Yapan, S., Garrido, M., Callea, A., Ergiyen, T., Clay, J., Mertens, G., Topçu, F., Tutlu, M., Caso, L., Karner, A., Storm, M., Daroczy, G., Zein, R. A., Greco, A., Buchanan, E. M., Schmid, K., Hunt, T., De keersmaecker, J.s, Branney, P., Randell, J., Clark, O. J., Steltenpohl, C. N., Malu, B., Tekeş, B., Ramis, T. S., Agrigoroaei, S., Badcock, N., McAloney-Kocaman, K., Semenikhina, O., Graf, E., Lea, C., Guppy, F. M., Warhurst, A., Lindsay, S., Khateeb, A. A., Scharnowski, F., de Kwaadsteniet, L., Francis, K., Lecompte, M., Webster, L., Morsanyi, K., Forwood, S., Walters, E., Tip, L., Wagge, J. R., Lai, H. Y., Crossland, D., Darda, K. M., Flack, Z., Leviston, Z., Brolly, M., Hills, Samuel, Collins, E., Roberts, A., Cheung, Y., Leonard, S., Verschuere, B., Stanley, S., Xenidou-Dervou, I., Ghasemi, O., Liew, T., Ansari, D., Guilaran, J., Penny, S., Bahnmueller, J., Hand, C., Rahajeng, U. W., Peterburg, D., Takacs, Z., Platow, M., Field, A. P., Terry, J., Ross, R., Nagy, T., Salgado, M., Garrido-Vásquez, P., Sarfo, J. O., Cooper, S., Buttner, A., Lima, T. J. S., Ozturk, I., Akay, N., Santos, F., Artemenko, C., Copping, L., Elsherif, M. M., Milovanović, I., Cribbie, R., Drushlyak, M., Swainston, K., Shou, Y., Leongómez, J. D., Palena, N., Abidin, F. A., Reyes, M-F., He, Y., Abraham, J., Vatakis, A., Jankowsky, K., Schmidt, S. N. L., Grimm, E., González, D., Schmid, P., Ferreira, R., Rozgonjuk, D., Özhan, N., O’Connor, P. A., Zsido, A., Stiglic, G., Rhodes, D., Rodríguez, C., Ropovik, I., Enea, V., Nurwanti, R., Estudillo, A., Beribisky, N., Himawan, K. K., Geven, L., van Hoogmoed, A., Bret, A., Chapman, J., Alter, U., Flack, T., hanna, d., Soltanlou, M., Baník, G., Adamkovic, M., van der Ven, S., Mosbacher, J., Sen, H., Anderson, J., Batashvili, M., de Groot, K., Parker, M., Helmy, M., Ostroha, M., Gilligan-Lee, K. A., Egara, F., Barwood, M., Thomas, K., McMahon, G., Griffin, S., Nuerk, H-C., Counsell, A., Lindemann, O., Van Rooy, D., Wege, T. E., Lewis, J., Aczel, B., Monaghan, C., Al-Hoorie, A., Huber, J., Yapan, S., Garrido, M., Callea, A., Ergiyen, T., Clay, J., Mertens, G., Topçu, F., Tutlu, M., Caso, L., Karner, A., Storm, M., Daroczy, G., Zein, R. A., Greco, A., Buchanan, E. M., Schmid, K., Hunt, T., De keersmaecker, J.s, Branney, P., Randell, J., Clark, O. J., Steltenpohl, C. N., Malu, B., Tekeş, B., Ramis, T. S., Agrigoroaei, S., Badcock, N., McAloney-Kocaman, K., Semenikhina, O., Graf, E., Lea, C., Guppy, F. M., Warhurst, A., Lindsay, S., Khateeb, A. A., Scharnowski, F., de Kwaadsteniet, L., Francis, K., Lecompte, M., Webster, L., Morsanyi, K., Forwood, S., Walters, E., Tip, L., Wagge, J. R., Lai, H. Y., Crossland, D., Darda, K. M., Flack, Z., Leviston, Z., Brolly, M., Hills, Samuel, Collins, E., Roberts, A., Cheung, Y., Leonard, S., Verschuere, B., Stanley, S., Xenidou-Dervou, I., Ghasemi, O., Liew, T., Ansari, D., Guilaran, J., Penny, S., Bahnmueller, J., Hand, C., Rahajeng, U. W., Peterburg, D., Takacs, Z., Platow, M., and Field, A. P.

Abstract

This large, international dataset contains survey responses from N = 12,570 students from 100 universities in 35 countries, collected in 21 languages. We measured anxieties (statistics, mathematics, test, trait, social interaction, performance, creativity, intolerance of uncertainty, and fear of negative evaluation), self-efficacy, persistence, and the cognitive reflection test, and collected demographics, previous mathematics grades, self-reported and official statistics grades, and statistics module details. Data reuse potential is broad, including testing links between anxieties and statistics/mathematics education factors, and examining instruments’ psychometric properties across different languages and contexts. Data and metadata are stored on the Open Science Framework website (https://osf.io/mhg94/).

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

Author

Pownall M, Azevedo F, König LM, Slack HR, Evans TR, Flack Z, Grinschgl S, Elsherif MM, Gilligan-Lee KA, de Oliveira CMF, Gjoneska B, Kalandadze T, Button K, Ashcroft-Jones S, Terry J, Albayrak-Aydemir N, Děchtěrenko F, Alzahawi S, Baker BJ, Pittelkow MM, Riedl L, Schmidt K, Pennington CR, Shaw JJ, Lüke T, Makel MC, Hartmann H, Zaneva M, Walker D, Verheyen S, Cox D, Mattschey J, Gallagher-Mitchell T, Branney P, Weisberg Y, Izydorczak K, Al-Hoorie AH, Creaven AM, Stewart SLK, Krautter K, Matvienko-Sikar K, Westwood SJ, Arriaga P, Liu M, Baum MA, Wingen T, Ross RM, O'Mahony A, Bochynska A, Jamieson M, Tromp MV, Yeung SK, Vasilev MR, Gourdon-Kanhukamwe A, Micheli L, Konkol M, Moreau D, Bartlett JE, Clark K, Brekelmans G, Gkinopoulos T, Tyler SL, Röer JP, Ilchovska ZG, Madan CR, Robertson O, Iley BJ, Guay S, Sladekova M, and Sadhwani S

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., Competing Interests: We declare we have no competing interests., (© 2023 The Authors.)

Published
2023
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4. Colour category constancy and the development of colour naming.

Author

Witzel C, Flack Z, Sanchez-Walker E, and Franklin A

Subjects
Adult, Child, Preschool, Color, Humans, Light, Photic Stimulation, Color Perception, Lighting
Abstract

In this study, we investigated the processes of coordination, adaptation, and calibration during the development of colour naming and colour constancy, and we tested whether colour term knowledge is related to colour constancy. We measured category membership and prototypes with 163 Munsell chips in preschool children (3- to 4-year-old) under neutral, green, and red illuminations, and compared their results to those of adults. We introduced an index of colour term maturity based on the similarity of children's colour term use to adults, and a colour category constancy index that quantifies the variation in colour categorisation that is specific to illumination changes. Results showed that illumination changes affected children's consistency of colour categorisation, but only to a small extent. However, colour term maturity and illumination-specific effects on consistency strongly varied in this age range. Correlations between colour term maturity and illumination-specific consistency indicated that colour constancy increases with colour term acquisition; but those results depended on the type of illumination changes (between neutral, green, and red). Together, our findings suggest that children progressively fine-tune and recalibrate the meaning of colour terms through processes of coordination and adaptation that are also involved in the calibration of colour constancy., (Copyright © 2021 Elsevier Ltd. All rights reserved.)

Published
2021
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