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Launching Registered Report Replications in Computer Science Education Research

Neil Brown, Eva Marinus, Aleata Hubbard Cheuoua
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Eva MarinusBackground and Context. The quality of a research field is greatly determined by the quality of its publications. However, in many research fields this quality is endangered because of biases towards publishing positive results, which have led to questionable research practices that negatively impact the reliability of the reported findings. Objectives. We explored two approaches that could guard against these questionable research practices for computer science education research: 1. The replication of prior studies to confirm (or refute) previous findings and 2. requiring authors to submit a registered report, containing hypotheses, methods, and analytic procedures, before conducting the studies.
b>Method. Over the span of 18 months, we organized a special issue of the Computer Science Education journal that only accepted registered reports that replicated a previous computer science education research study. Registered reports involve peer review and approval at the research design stage, before data collection begins. The editorial process was thus modified to accommodate multiple rounds of review and a longer time period between original and final submissions.We believe this is the first use of registered reports in computer science education research. A questionnaire gathering feedback on the new process was also administered to the authors of the accepted reports.
Findings. We found seven author teams willing to submit a manuscript for the special issue. Out of this pool, preregistered reports from five teams were accepted to be taken forwards. One team then withdrew because the ethics procedure at their institution exceeded the special issue timeline. The remaining four author teams conducted their studies and resubmitted full papers that were accepted, pending some final corrections. Authors’ feedback about the registered reports process was positive.
Implications. We demonstrated that it is possible to attract interest for registered report replications in a computer science education journal issue, and to successfully conduct the necessary editorial steps. Future efforts should attend to challenges related to modified research and journal submission timelines and consider adding a second review cycle for the first stage of registered reports. While the procedures used in this special issue may be suitable for many research approaches, further discussion is warranted on how they can be combined with exploratory research (as opposed to hypothesis testing research) and how they can be adapted to non-positivist research.
Von Neil Brown, Eva Marinus, Aleata Hubbard Cheuoua im Text Launching Registered Report Replications in Computer Science Education Research (2022)

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Personen
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Amjad AlTadmri, George Christopher Banks, Lecia Barker, Jens Bennedsen, Neil C. C. Brown, Michael E. Caspersen, Stephen Crain, Erik Gonzalez-Mulé, Margaret Hamilton, Michael Kölling, Kasper Dalgaard Larsen, Raymond Lister, Jan Lönnberg, Mike Lopez, Christopher Lynnly Hovey, Eva Marinus, Genevieve McArthur, Vaughan Nagy, Ernest Hugh O’Boyle, Karl R. Popper, Zoe Powell, Aishwarya Ramanathan, Phil Robbins, Sue Sentance, Judy Sheard, S. Simon, Elliot Soloway, Rosalind Thornton, Jacqueline L. Whalley, Larry Yueli Zhang, Shamama Zehra, Daniel Zingaro

Begriffe
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Informatikcomputer science, Informatik-Didaktikdidactics of computer science, Informatik-Unterricht (Fachinformatik)Computer Science Education, peer reviewpeer review, p-hacking, Publikationsbiaspublication bias, PublikationsdruckPublish or Perish!, Replikationskrise, Statistikstatistics
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Bücher
Jahr  Umschlag Titel Abrufe IBOBKBLB
1973 Logik der Forschung (Karl R. Popper) 28200
2007 ITiCSE 2007 (Janet Hughes, D. Ramanee Peiris, Paul T. Tymann) 11, 11, 11, 12, 13, 22, 9, 10, 3, 6, 4, 4482744954
2008 ICER 2008 (Michael E. Caspersen, Raymond Lister, Mike Clancy) 11, 11, 10, 14, 13, 19, 6, 1, 4, 5, 2, 4, 240502394
2009 ICER 2009 (Michael J. Clancy, Michael E. Caspersen, Raymond Lister) 11, 9, 9, 11, 10, 10, 22, 1, 3, 5, 3, 119361312
2018 local web  SIGCSE 2018 (Tiffany Barnes, Daniel D. Garcia, Elizabeth K. Hawthorne, Manuel A. Pérez-Quiñones) 14, 14, 11, 13, 20, 26, 5, 8, 5, 7, 1, 6, 51810355481
2018 ICER 2018 (Lauri Malmi, Ari Korhonen, Robert McCartney, Andrew Petersen) 20, 8, 8, 9, 10, 12, 16, 2, 4, 4, 3, 3132053467
2019 SIGCSE 2019 (Elizabeth K. Hawthorne, Manuel A. Pérez-Quiñones, Sarah Heckman, Jian Zhang 0036) 9, 9, 13, 14, 22, 15, 3, 5, 3, 3, 2, 6, 372303419
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Texte
Jahr  Umschlag Titel Abrufe IBOBKBLB
1986 local web  Learning to program = learning to construct mechanisms and explanations (Elliot Soloway) 10, 10, 5, 7, 14, 15, 2, 2, 4, 2, 4, 21392272
2007 Mental models and programming aptitude (Michael E. Caspersen, Kasper Dalgaard Larsen, Jens Bennedsen) 6200
2008 local web  Relationships between reading, tracing and writing skills in introductory programming (Mike Lopez, Jacqueline L. Whalley, Phil Robbins, Raymond Lister) 8, 8, 8, 7, 10, 12, 14, 3, 1, 4, 4, 11231226
2009 local web  Analysis of research into the teaching and learning of programming (Judy Sheard, S. Simon, Margaret Hamilton, Jan Lönnberg) 8, 4, 4, 7, 2, 7, 6, 2, 1, 3, 1, 1311131
2014 local web  The Chrysalis Effect7, 8, 6, 7, 7, 2, 3, 11, 5, 1, 2, 1291183
2018  local web  Student Misconceptions of Dynamic Programming (Shamama Zehra, Aishwarya Ramanathan, Larry Yueli Zhang, Daniel Zingaro) 7, 8, 3, 5, 4, 4, 4, 3, 1, 4, 5, 1210152
2018 local web  Unravelling the Cognition of Coding in 3-to-6-year Olds (Eva Marinus, Zoe Powell, Rosalind Thornton, Genevieve McArthur, Stephen Crain) 6, 5, 3, 3, 1, 4, 8, 3, 2, 1, 6, 1241115
2018 local web  Blackbox, Five Years On (Neil C. C. Brown, Amjad AlTadmri, Sue Sentance, Michael Kölling) 2300
2019 local web  Survey Results on Why CS Faculty Adopt New Teaching Practices (Christopher Lynnly Hovey, Lecia Barker, Vaughan Nagy) 3100

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