The Pedagogy of Open Science: Impacts of the ‘Open Turn’ on Geographic Research, Teaching, and Learning


Presentation Given At: American Association of Geographers Annual Meeting 2016


Presenters: Dr. Arthur “Gill” Green, Dr. Sally Hermansen, Dr. Loch Brown, Dr. Derek Turner,


Date Presented: March 30, 2016





The open science movement responds to an urgent need to rethink the production and dissemination of scientific research in contemporary society. Open science emphasizes engaging with open source software, open data, open access publishing, and open notebook methods in order to increase public participation in and the transparency, public understanding, and policy impact of scientific research. While the open science movement has the potential to change ways in which research is undertaken, it also has significant meaning for pedagogic strategies. The movement towards open science impacts not just research, but also teaching and learning strategies in geography and allied disciplines. Research modalities affect research-based teaching strategies and institutional action -particularly in contexts that promote student involvement in research as a core learning strategy. This paper overviews and examines teaching in a time of disruption in higher education through an overview of open science issues in geography and a case study of the application of open science principles for teaching geographic information science. The paper overviews how geographic research has been impacted by the open movement (e.g. open science). It then critically examines the potential possibilities and challenges open science poses for pedagogic practices in geography (e.g. open pedagogy and open educational resources). It concludes by examining the implementation of open science pedagogy through a case study. The case study involves an undergraduate course of over one hundred students working in teams to conduct open science, geographic information science research on British Columbia’s Agricultural Land Reserve.

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