TY - JOUR
T1 - How to Teach Open Science Principles in the Undergraduate Curriculum—The Hagen Cumulative Science Project
AU - Fiedler, Susann
AU - Jekel, Marc
AU - Allstadt Torras, Ramona
AU - Mischkowski, Dorothee
AU - Dorrough, Angela Rachael
AU - Glöckner, Andreas
PY - 2020
Y1 - 2020
N2 - The Hagen Cumulative Science Project is a large-scale replication project based on students’ thesis work. In the project, we aim to (a) teach students to conduct the entire research process for conducting a replication according to open science standards and (b) contribute to cumulative science by increasing the number of direct replications. We describe the procedural steps of the project from choosing suitable replication studies to guiding students through the process of conducting a replication, and processing results in a meta-analysis. Based on the experience of more than 80 replications, we summarize how such a project can be implemented. We present practical solutions that have been shown to be successful as well as discuss typical obstacles and how they can be solved. We argue that replication projects are beneficial for all groups involved: Students benefit by being guided through a highly structured protocol and making actual contributions to science. Instructors benefit by using time resources effectively for cumulative science and fulfilling teaching obligations in a meaningful way. The scientific community benefits from the resulting greater number of replications and teaching state-of-the-art methodology. We encourage the use of student thesis-based replication projects for thesis work in academic bachelor and master curricula.
AB - The Hagen Cumulative Science Project is a large-scale replication project based on students’ thesis work. In the project, we aim to (a) teach students to conduct the entire research process for conducting a replication according to open science standards and (b) contribute to cumulative science by increasing the number of direct replications. We describe the procedural steps of the project from choosing suitable replication studies to guiding students through the process of conducting a replication, and processing results in a meta-analysis. Based on the experience of more than 80 replications, we summarize how such a project can be implemented. We present practical solutions that have been shown to be successful as well as discuss typical obstacles and how they can be solved. We argue that replication projects are beneficial for all groups involved: Students benefit by being guided through a highly structured protocol and making actual contributions to science. Instructors benefit by using time resources effectively for cumulative science and fulfilling teaching obligations in a meaningful way. The scientific community benefits from the resulting greater number of replications and teaching state-of-the-art methodology. We encourage the use of student thesis-based replication projects for thesis work in academic bachelor and master curricula.
U2 - 10.1177/1475725719868149
DO - 10.1177/1475725719868149
M3 - Journal article
SN - 1475-7257
VL - 19
SP - 91
EP - 106
JO - Psychology Learning and Teaching
JF - Psychology Learning and Teaching
IS - 1
ER -