TY  - JOUR
A1  - Laurinavichyute, Anna
A1  - Yadav, Himanshu
A1  - Vasishth, Shravan
T1  - Share the code, not just the data
BT  - a case study of the reproducibility of articles published in the Journal of Memory and Language under the open data policy
JF  - Journal of memory and language
N2  - 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.
KW  - Open data
KW  - Reproducible statistical analyses
KW  - Reproducibility
KW  - Open
KW  - science
KW  - Meta-research
KW  - Journal policy
Y1  - 2022
U6  - https://doi.org/10.1016/j.jml.2022.104332
SN  - 0749-596X
SN  - 1096-0821
VL  - 125
PB  - Elsevier
CY  - San Diego
ER  - 
TY  - JOUR
A1  - Berry, Carol
A1  - Kusterer, Peter
T1  - Using Teachers’ TryScience to support educators and improve teaching
JF  - Commentarii informaticae didacticae : (CID)
N2  - 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.
KW  - science
KW  - teacher
KW  - collaboration
KW  - teaching material
KW  - instruction
KW  - lesson
KW  - social networking
Y1  - 2013
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus-64665
SN  - 1868-0844
SN  - 2191-1940
IS  - 6
SP  - 161
EP  - 162
PB  - Universitätsverlag Potsdam
CY  - Potsdam
ER  - 
TY  - JOUR
A1  - Basel, Nicolai
A1  - Harms, Ute
A1  - Prechtl, Helmut
A1  - Weiss, Thomas
A1  - Rothgangel, Martin
T1  - Students' arguments on the science and religion issue: the example of evolutionary theory and Genesis
JF  - Journal of biological education
N2  - 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.
KW  - evolutionary theory
KW  - argumentation
KW  - science
KW  - religion issue
KW  - controversial issues
Y1  - 2014
U6  - https://doi.org/10.1080/00219266.2013.849286
SN  - 0021-9266
SN  - 2157-6009
VL  - 48
IS  - 4
SP  - 179
EP  - 187
PB  - Routledge, Taylor & Francis Group
CY  - Abingdon
ER  -