Abstract

Recently, scholars have noted how several “old-school” practices—a host of long-standing scientific norms—in combination, sometimes compromise the credibility of research. In response, other scholarly fields have developed several “open-science” norms and practices to address these credibility issues. Against this backdrop, this special issue explores the extent to which and how these norms should be adopted and adapted for educational psychology and education more broadly. Our introductory article contextualizes the special issue’s goals by overviewing the historical context that led to open science norms (particularly in medicine and psychology); providing a conceptual map to illustrate the interrelationships between various old-school as well as open-science practices; and then describing educational psychologists’ opportunity to benefit from and contribute to the translation of these norms to novel research contexts. We conclude by previewing the articles in the special issue.

摘要

最近，学者们指出，几种“古老的”实践（许多长期存在的科学规范）结合在一起，有时会损害研究的可信度。作为回应，其他学术领域已经制定了几种“开放科学”规范和实践来解决这些信誉问题。在此背景下，本期专刊探讨了这些规范应在多大程度上以及如何被采用以及如何更广泛地应用于教育心理学和教育领域。我们的介绍性文章概述了导致开放科学规范（特别是医学和心理学领域）的历史背景，从而使特殊问题的目标与背景紧密相关。提供概念图，以说明各种老派和开放科学实践之间的相互关系；然后描述教育心理学家从这些规范转化为新颖的研究环境中并从中受益的机会。最后，通过预览本期特刊中的文章进行总结。