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| title | chunk | source | category | tags | date_saved | instance |
|---|---|---|---|---|---|---|
| Open science | 2/8 | https://en.wikipedia.org/wiki/Open_science | reference | science, encyclopedia | 2026-05-05T03:48:21.258734+00:00 | kb-cron |
Peer review is widely acknowledged as time-consuming. Citation impact, attributed to the authors, correlates more closely with journal circulation than with article quality. Open Science–aligned publishing formats rarely conform to traditional journal structures that calculate impact factors. Hence, this school argues that there are faster impact measurement technologies that can account for a range of publication types as well as social media web coverage of a scientific contribution to arrive at a complete evaluation of how impactful the science contribution was. The gist of the argument for this school is that hidden uses like reading, bookmarking, sharing, discussing and rating are traceable activities, and these traces can and should be used to develop a newer measure of scientific impact. The umbrella jargon for this new type of impact measurements is called altmetrics, coined in a 2011 article by Priem et al., (2011). Markedly, the authors discuss evidence that altmetrics differ from traditional webometrics which are slow and unstructured. Altmetrics are proposed to rely upon a greater set of measures that account for tweets, blogs, discussions, and bookmarks. Scholars propose that altmetrics should capture the entire research lifecycle, including collaboration patterns, to produce comprehensive impact measures. However, the authors are explicit in their assessment that few papers offer methodological details as to how to accomplish this. The authors use this and the general dearth of evidence to conclude that research in the area of altmetrics is still in its infancy.
==== Public School ==== According to the authors, the central concern of the school is to make science accessible to a wider audience. The inherent assumption of this school, as described by the authors, is that the newer communication technologies such as Web 2.0 allow scientists to open up the research process and also allow scientist to better prepare their "products of research" for interested non-experts. Hence, the school is characterized by two broad streams: one argues for the access of the research process to the masses, whereas the other argues for increased access to the scientific product to the public.
Accessibility to the Research Process: Communication technology allows not only for the constant documentation of research but also promotes the inclusion of many different external individuals in the process itself. The authors cite citizen science – the participation of non-scientists and amateurs in research. The authors discuss instances in which gaming tools allow scientists to harness the brain power of a volunteer workforce to run through several permutations of protein-folded structures. This allows for scientists to eliminate many more plausible protein structures while also "enriching" the citizens about science. The authors also discuss a common criticism of this approach: the amateur nature of the participants threatens to pervade the scientific rigor of experimentation. Comprehensibility of the Research Result: This stream of research concerns itself with making research understandable for a wider audience. The authors describe a host of authors that promote the use of specific tools for scientific communication, such as microblogging services, to direct users to relevant literature. The authors claim that this school proposes that it is the obligation of every researcher to make their research accessible to the public. The authors then proceed to discuss if there is an emerging market for brokers and mediators of knowledge that is otherwise too complicated for the public to grasp.
==== Democratic school ==== The democratic school focuses on public access to research products (publications and data) rather than research processes or comprehensibility. The central concern of the school is with the legal and other obstacles that hinder the access of research publications and scientific data to the public. Proponents assert that any research product should be freely available. and that everyone has the same, equal right of access to knowledge, especially in the instances of state-funded experiments and data. Two central currents characterize this school: Open Access and Open Data.
Open Data: Opposition to the notion that publishing journals should claim copyright over experimental data, which prevents the re-use of data and therefore lowers the overall efficiency of science in general. The claim is that journals have no use of the experimental data and that allowing other researchers to use this data will be fruitful. Despite open data advocacy, only 25 percent of researchers actively share their datasets, citing the administrative burden as a primary obstacle. Open Access to Research Publication: According to this school, there is a gap between the creation and sharing of knowledge. Proponents argue that even though scientific knowledge doubles every 5 years, access to this knowledge remains limited. These proponents consider access to knowledge as a necessity for human development, especially in the economic sense.
==== Pragmatic School ==== The pragmatic school considers Open Science as the possibility to make knowledge creation and dissemination more efficient by increasing the collaboration throughout the research process. Proponents of the Pragmatic School argue that science becomes more efficient when research stages are conducted transparently and researchers share intermediate results across institutions. 'Open' in this sense follows very much the concept of open innovation. Take for instance transfers the outside-in (including external knowledge in the production process) and inside-out (spillovers from the formerly closed production process) principles to science. Web 2.0 is considered a set of helpful tools that can foster collaboration (sometimes also referred to as Science 2.0). Further, citizen science is seen as a form of collaboration that includes knowledge and information from non-scientists. Fecher and Friesike describe data sharing as an example of the pragmatic school as it enables researchers to use other researchers' data to pursue new research questions or to conduct data-driven replications.
== History == The widespread adoption of the institution of the scientific journal marks the beginning of the modern concept of open science. Before this time societies pressured scientists into secretive behaviors.