American Sociological Association

Teaching Replication to Graduate Students

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.

Authors

Dragana Stojmenovskam, Thijs Bol, and Thomas Leopold

Volume

47

Issue

4

Starting Page

303

Ending Page

313