Teaching scientific research integrity: A case study

Abstract

The focus of this case study is the question, ‘How can research integrity be taught in higher education?’ I will share my experience of teaching this topic over the past three years, organising the various dimensions of research integrity under the broader theme of integrity in science, specifically in terms of norms, functions, and unity. Norms refer to how science conforms or deviates from normative standards, such as those proposed by Robert K. Merton. Functions relate to how science and research are endowed with a functioning, non-damaged mechanism. The third meaning pertains to the notion of science as an unbroken and undivided entity. This innovative approach may aid students in understanding the various aspects of research integrity, help them addressing the contradictions they may encounter in their work, and introduce them to the historical, philosophical, and sociological elements of science, including those from the field of Science and Technology Studies (STS).