What has been coined the “replication crisis” exploded into psychology in 2015 when a report by Brian Nosek et al. found that, after replicating 100 studies from three psychology journals, researchers were unable to reproduce a large portion of findings (Open Science Collaboration, 2015). This spurred a flurry of activity as people either rallied behind the call to reform research practices or scrambled to defend the legitimacy of their work. It was unnerving to watch events unfold. I often present to audiences that believe psychology is a pseudoscience. I champion psychology as a science and the value of psychological evidence to enact positive change. But, as more studies fail to replicate, it creates a dilemma for me from an educator’s perspective. How does volatility in scientific research influence my ability to advocate for science-based practices to audiences who perceive the replication crisis as proof of the illegitimacy of psychology?
The replication crisis is a daunting. However, science is dynamic and chaos can spark new perspectives and opportunities, which is true of not only researchers, but also educators.
Using the replication crisis as a tool to advance scientific literacy
The replication crisis has forced me to re-examine how I teach scientific literacy. Prior to the crisis, I introduced research methods, but the process quickly became an afterthought as we moved through the content and supporting studies. Now scientific literacy is at the forefront and the replication crisis provides a means to scaffold teachable moments throughout the term.
First, the replication crisis is an excellent example the self-correcting nature of science. The social sciences are experiencing a much-needed overhaul of our research culture. This does not mean that all psychology is false. It simply illustrates the complexity of scientific research and supports the necessity of replication to support, modify or reject hypotheses in order to strengthen the understanding of human behavior.
Second, the narrative about the replication crisis is misleading and sometimes sensationalized to the public. Educators can provide context for the discussion by creating in-class activities that directly address the exaggerations and the realities. For example, I have quizzes on how to read academic journals and developed activities that evaluate source quality. When a student brings up a suspicious “statement of fact,” we directly review the source in class and compare it to the original work. Everything is open to evaluation and discussion. The shift in my teaching style has created a better platform to discuss the normalcy and necessity of critique in scientific research.
Using replication research as a tool to build foundations for undergraduate researchers
Building a healthy mindset toward science by teaching scientific literacy is a starting point, but I have discovered a more powerful teaching tool is mentoring students on a replication project. Ambitious undergraduate researchers can struggle with generating plausible research studies. Conducting a replication study forces students to slow down and examine each step of the process. Students are surprised by how structured and meticulous they have to be in order to conduct good research. Replication work is a low risk, high impact learning experience for students. No matter the outcome, the students are actively reflecting on the highs and lows of the research process. Good studies offer the chance to present at a conference. Failures are learning experiences. It can be a win-win for students depending on how the mentor sets up the activity.
The Open Science Foundation’s Collaborative Replication and Education Project (CREP) is an excellent resource for those who need ideas on where to begin. CREP offers multiple project ideas that can be easily replicated and the CREP review process introduces students to the concept of peer-review. Students quickly learn the consequences of sloppy research techniques. In addition, as dialogue continues to grow about the benefits of undergraduate research at both university and community college levels, starting students out on a replication project allows educators an opportunity to help build a strong foundation for good research practices early in a student’s education.
At this point, I am learning to lean into the replication crisis, and I am feeling energized as I refresh my courses. It encourages me to engage with my students in innovative ways, and I see potential for this movement to create other opportunities for educators to collaborate, network and share ideas on how we can impart better scientific practices in our students and future researchers. For resources on the replication crisis, or to learn more on how to engage in replication research with undergraduates, please refer to the resources below.
Resources
References
Open Science Collaboration. (2015). Estimating the reproducibility of psychological science. Science, 349(6251), aac4716. DOI: 10.1126/science.aac4716
About the author
Andria Woodell, PhD, is a professor at Central Oregon Community College (COCC) in Bend, Oregon. She teaches a variety of courses ranging from introductory psychology, development, social, positive and psychology of violence. She provides trainings to local and regional groups on psychological issues that arise in the workplace. She co-developed the COCC Teaching and Learning Center and is the current coordinator of the COCC Teaching Externship.
Beyond the classroom, her primary focus is preparing community college students for a successful transition into the university system. She co-advises the COCC collaborative learning program, which develops students’ professional skills and provides research/leadership opportunities beyond the classroom. In 2017, she earned the COCC Faculty Achievement award which is given to a faculty member who has demonstrated significant achievement in classroom teaching, leadership and professional excellence.
