Pedagogical Apporaches to Open Science
A Systematic Literature Review of Lessons Learned from Undergaduate Pedagogical Approaches to Teaching Open Scinece Across Disciplines
For my final project for the class Open GIScience I conducted a systematic literature review concerning pedagogical approaches to teaching GIScience across disciplines and how these findings can inform how professors teach undergraduate students Open Science in the field of geography.
The core aims of the literature review are three-fold:
- Identify what skills and competencies are needed to teach open science.
- Identify lessons learned, proficiencies gained, benefits, and positive outcomes as a result of incorporating open science into curriculumn.
- Identify metrics to use to measure positive outcomes.
A link to a narrative decription of my literature review can be found here and a synthesis of my finings in a tabular format can be found here.
The process of conducting this literature review assisted in my own understanding of the broader goals of teaching Open GIScience at Middlebury and assisted in synthesizing upon my own learning in Open GIScience this past semester. It was interesting to observe that many other disciplines are using similar pedagogical methods to teach open science as we did in this course. For example, conducting pre-registrations of research and replicating previously published work. In the future, it appears that the Open Science curriculum could be strengthened at Middlebury College by incorporating lectures about OS principals into First-Year Seminar courses and science curriculum more broadly, having a dedicated OS librarian to assist with OS curriculum development, and requiring that research projects such as senior theses be pre-registered and follow the OSF template.