@article{LaurinavichyuteYadavVasishth2022,
  author    = {Laurinavichyute, Anna and Yadav, Himanshu and Vasishth, Shravan},
  title     = {Share the code, not just the data},
  series = {Journal of memory and language},
  volume    = {125},
  journal   = {Journal of memory and language},
  publisher = {Elsevier},
  address   = {San Diego},
  issn      = {0749-596X},
  doi       = {10.1016/j.jml.2022.104332},
  pages     = {12},
  year      = {2022},
  abstract  = {In 2019 the Journal of Memory and Language instituted an open data and code policy; this policy requires that, as a rule, code and data be released at the latest upon publication. How effective is this policy? We compared 59 papers published before, and 59 papers published after, the policy took effect. After the policy was in place, the rate of data sharing increased by more than 50\%. We further looked at whether papers published under the open data policy were reproducible, in the sense that the published results should be possible to regenerate given the data, and given the code, when code was provided. For 8 out of the 59 papers, data sets were inaccessible. The reproducibility rate ranged from 34\% to 56\%, depending on the reproducibility criteria. The strongest predictor of whether an attempt to reproduce would be successful is the presence of the analysis code: it increases the probability of reproducing reported results by almost 40\%. We propose two simple steps that can increase the reproducibility of published papers: share the analysis code, and attempt to reproduce one's own analysis using only the shared materials.},
  language  = {en}
}
@article{BaselHarmsPrechtletal.2014,
  author    = {Basel, Nicolai and Harms, Ute and Prechtl, Helmut and Weiss, Thomas and Rothgangel, Martin},
  title     = {Students' arguments on the science and religion issue: the example of evolutionary theory and Genesis},
  series = {Journal of biological education},
  volume    = {48},
  journal   = {Journal of biological education},
  number    = {4},
  publisher = {Routledge, Taylor \& Francis Group},
  address   = {Abingdon},
  issn      = {0021-9266},
  doi       = {10.1080/00219266.2013.849286},
  pages     = {179 -- 187},
  year      = {2014},
  abstract  = {Treating creationism as a controversial topic within the science and religion issue in the science classroom has been widely discussed in the recent literature. Some researchers have proposed that this topic is best addressed by focusing on sociocognitive conflict. To prepare new learning opportunities for this approach, it is necessary to know the concrete arguments that students use in their discussions on this issue. Therefore, this study aimed to provide a systematic description of these arguments. For this purpose, upper secondary students (N=43) argued for either the acceptance of evolutionary theory or faith in Genesis in a written speech. The study was conducted during their regular biology and religious education classes. Generated arguments were analysed by qualitative content analysis. Three dimensions of the arguments were described: the content (science or religion), the valuation of the argument (positive or negative), and whether the argument consisted of a descriptive or normative argumentation. The results indicate that students found it easier to generate arguments about the scientific side of the issue; however, these arguments were negatively constructed. The results are discussed with regard to implications for educational approaches for teaching controversial issues at the high-school level.},
  language  = {en}
}
@article{BerryKusterer2013,
  author    = {Berry, Carol and Kusterer, Peter},
  title     = {Using Teachers' TryScience to support educators and improve teaching},
  series = {Commentarii informaticae didacticae : (CID)},
  journal   = {Commentarii informaticae didacticae : (CID)},
  number    = {6},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  issn      = {1868-0844},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus-64665},
  pages     = {161 -- 162},
  year      = {2013},
  abstract  = {The challenge is providing teachers with the resources they need to strengthen their instructions and better prepare students for the jobs of the 21st Century. Technology can help meet the challenge. Teachers' Tryscience is a noncommercial offer, developed by the New York Hall of Science, TeachEngineering, the National Board for Professional Teaching Standards and IBM Citizenship to provide teachers with such resources. The workshop provides deeper insight into this tool and discussion of how to support teaching of informatics in schools.},
  language  = {en}
}