Teaching Replication to Graduate Students

Abstract

Replicating published studies promotes active learning of quantitative research skills. Drawing on experiences from a replication course, we provide practical tips and reflections for teachers who consider incorporating replication in their courses. We discuss teaching practices and challenges we encountered at three stages of a replication course: student recruitment, course structure and proceedings, and learning outcomes. We highlight that by engaging in replication, students learn from established scholarly work in a collaborative and reflective manner. Students not only improve their quantitative literacy but also learn more generally about the scientific method and the production of research.

Link to resource: https://doi.org/10.1177/0092055X19867996

Type of resources: Case Study, Reading, Teaching/Learning Strategy

Education level(s): College / Upper Division (Undergraduates), Adult Education

Primary user(s): Teacher

Subject area(s): Social Science

Language(s): English