Bakermans Marja H
Department of Integrative and Global Studies Worcester Polytechnic Institute Worcester Massachusetts USA.
Department of Biology and Biotechnology Worcester Polytechnic Institute Worcester Massachusetts USA.
Ecol Evol. 2024 Aug 13;14(8):e70129. doi: 10.1002/ece3.70129. eCollection 2024 Aug.
The open science movement produces vast quantities of openly published data connected to journal articles, creating an enormous resource for educators to engage students in current topics and analyses. However, educators face challenges using these materials to meet course objectives. I present a case study using open science (published articles and corresponding datasets) and open educational practices in a capstone course. While engaging in current topics of conservation, students trace connections in the research process, learn statistical analyses, and recreate analyses using the programming language R. I assessed the presence of best practices in open articles and datasets, examined student selection in the open grading policy, surveyed students on their perceived learning gains, and conducted a thematic analysis on student reflections. First, articles and datasets met just over half of the assessed fairness practices, which increased with the publication date. There was a marginal difference in how assessment categories were weighted by students, with reflections highlighting appreciation for student agency. In course content, students reported the greatest learning gains in describing variables, while collaborative activities (e.g., interacting with peers and instructor) were the most effective support. The most effective tasks to facilitate these learning gains included coding exercises and team-led assignments. Autocoding of student reflections identified 16 themes, and positive sentiments were written nearly 4x more often than negative sentiments. Students positively reflected on their growth in statistical analyses, and negative sentiments focused on how limited prior experience with statistics and coding made them feel nervous. As a group, we encountered several challenges and opportunities in using open science materials. I present key recommendations, based on student experiences, for scientists to consider when publishing open data to provide additional educational benefits to the open science community.
开放科学运动产生了大量与期刊文章相关的公开出版数据，为教育工作者让学生参与当前话题和分析创造了巨大资源。然而，教育工作者在使用这些材料以实现课程目标方面面临挑战。我展示了一个在顶点课程中使用开放科学（已发表文章和相应数据集）及开放教育实践的案例研究。在参与保护的当前话题时，学生追踪研究过程中的联系，学习统计分析，并使用编程语言R重新进行分析。我评估了开放文章和数据集中最佳实践的存在情况，研究了开放评分政策中的学生选择，就学生感知到的学习收获对学生进行了调查，并对学生的反思进行了主题分析。首先，文章和数据集仅满足略多于一半的评估公平实践，且这一比例随出版日期增加。学生对评估类别的加权方式存在微小差异，反思中突出了对学生自主性的赞赏。在课程内容方面，学生在描述变量方面报告的学习收获最大，而协作活动（如与同伴和教师互动）是最有效的支持方式。促进这些学习收获的最有效任务包括编码练习和团队主导的作业。对学生反思的自动编码识别出16个主题，积极情绪的表述频率几乎是消极情绪的4倍。学生积极反思了他们在统计分析方面的成长，消极情绪则集中在统计学和编码方面有限的先前经验让他们感到紧张。作为一个团队，我们在使用开放科学材料时遇到了一些挑战和机遇。我根据学生的经验提出关键建议，供科学家在发布开放数据时考虑，以便为开放科学社区提供额外的教育益处。
