教育研究人员对数据共享的信念和障碍
Jessica A R Logan1, Allyson L Hayward1, Lexi E Swanz1
1Vanderbilt University, 110 Magnolia Circle 302B, Nashville, TN 37212 USA.
Quality & quantity
|September 30, 2025
概括
教育研究人员支持数据共享,但面临诸如IRB关注和误解风险等障碍. 更多的经验分享减少了人们所感知的障碍,突出了对开放科学实践的更好理解和支持的需要.
科学领域:
- 教育科学教育科学教育
- 研究实践研究实践
- 开放科学是一个开放的科学.
背景情况:
- 数据共享对于联邦政府资助的研究越来越强制.
- 在教育科学中数据共享实践的采用仍然很低.
- 在教育研究人员中,积极的态度和实际的数据共享行为之间存在脱节.
研究的目的:
- 检查教育研究人员对数据共享的态度.
- 识别数据共享的感知障碍.
- 调查数据共享体验是否影响感知障碍.
主要方法:
- 调查了一组教育研究人员的样本.
- 评估对数据共享好处的态度 (职业,引用,科学).
- 感知障碍的评估流行 (IRB,数据误解).
主要成果:
- 大多数 (70%) 的教育研究人员认为数据共享是积极的.
- 常见的障碍包括机构审查委员会 (IRB) 的担忧和数据误解.
- 有更多数据共享经验的研究人员报告说,他们感知到的障碍较少.
结论:
- 教育研究人员通常对数据共享持积极态度.
- 与伦理审查和数据解释相关的障碍妨碍了实践.
- 更多的数据共享经验与对这些障碍的感知减少有关.
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