Open science reforms: Strengths, challenges, and future directions

IF 14.3 1区心理学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Educational Psychologist Pub Date : 2021-04-03 DOI:10.1080/00461520.2021.1901709

K. Wentzel

引用次数: 7

Abstract

Abstract In this article, I comment on the potential benefits and limitations of open science reforms for improving the transparency and accountability of research, and enhancing the credibility of research findings within communities of policy and practice. Specifically, I discuss the role of replication and reproducibility of research in promoting better quality studies, the identification of generalizable principles, and relevance for practitioners and policymakers. Second, I suggest that greater attention to theory might contribute to the impact of open science practices, and discuss ways in which theory has implications for sampling, measurement, and research design. Ambiguities concerning the aims of preregistration and registered reports also are highlighted. In conclusion, I discuss structural roadblocks to open science reform and reflect on the relevance of these reforms for educational psychology.

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开放科学改革:优势、挑战与未来方向

在这篇文章中，我评论了开放科学改革在提高研究的透明度和问责制以及提高研究成果在政策和实践社区中的可信度方面的潜在好处和局限性。具体来说，我讨论了研究的复制和可再现性在促进更高质量研究中的作用，确定可推广的原则，以及与实践者和决策者的相关性。其次，我建议对理论的更多关注可能有助于开放科学实践的影响，并讨论了理论对抽样、测量和研究设计的影响。还强调了关于预登记和已登记报告的目的的含糊不清。最后，我讨论了开放科学改革的结构性障碍，并反思了这些改革与教育心理学的相关性。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Educational Psychologist Multiple-

CiteScore

19.10

自引率

3.40%

发文量

期刊介绍： The Educational Psychologist is a scholarly journal dedicated to exploring the psychology of learning and instruction. Articles in this journal encompass a diverse range of perspectives, from examining psychological mechanisms to exploring social and societal phenomena related to learning and instruction. The journal publishes theoretical and conceptual articles, as well as reviews and meta-analyses, that significantly contribute to theory or advance the methods used to explore educational psychology. Emphasizing innovation and advancing understanding, the journal does not publish articles solely reporting the methods and results of empirical studies; instead, all submissions, including reviews and meta-analyses, must offer clear implications for advancing theory. In addition to regular articles, the journal features special issues that delve into important themes in educational psychology, along with focal articles accompanied by peer commentary.