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Relevant bibliographies by topics / Natural science

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Academic literature on the topic 'Natural science'

Author: Grafiati

Published: 4 June 2021

Last updated: 12 June 2025

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Journal articles on the topic "Natural science"

1

Dagemark, Siver. "Natural Science." Augustinianum 49, no. 2 (2009): 439–502. http://dx.doi.org/10.5840/agstm20094927.

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Atkinson, James. "Natural Science." Environmental History Review 16, no. 1 (1992): 139–40. http://dx.doi.org/10.2307/3985027.

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Krylova, O. ""Natural Science"." Soviet Education 33, no. 9 (1991): 65–79. http://dx.doi.org/10.2753/res1060-9393330965.

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Marchal, Bruno. "Theoretical computer science and the natural sciences." Physics of Life Reviews 2, no. 4 (2005): 251–89. http://dx.doi.org/10.1016/j.plrev.2005.07.001.

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Pietschmann, Herbert, and Hisaki Hashi. "Natural Philosophy and Natural Science." Dialogue and Universalism 28, no. 2 (2018): 177–200. http://dx.doi.org/10.5840/du201828232.

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Wicaksono, Anggit Grahito, and Ifa Hanifa Rahman. "PHILOSOPHY OF INTEGRATED NATURAL SCIENCE LEARNING." Jurnal Pena Sains 9, no. 2 (2022): 28–35. http://dx.doi.org/10.21107/jps.v9i2.16778.

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Philosophically, natural sciences as a building of knowledge can study ontology (what you want to know), epistemology (how to acquire knowledge), and axiology (what is the value of knowledge). Natural Science as a building of science has properties that are closely related to natural objects. The problems that occur with natural objects are holistic. This holistic problem requires problem-solving from various disciplines, especially in the natural sciences. Based on the scope of the research above, this article aims to investigate integrated natural science learning in a philosophical review (ontology, epistemology, axiology). The qualitative method is applied in this study. Studies conducted to solve problems based on a critical and in-depth analysis of pertinent library materials are known as library research. Overviews of ontology, epistemology, and axiology state that integrated natural science learning, students are expected to be able to relate to other disciplines such as physics, astronomy, chemistry, geology, biology, technology, environment, and health and safety. This type of instruction uses natural science to present natural phenomena and events holistically and to develop students' problem-solving skills. The recommendation given is that teachers should tend to the interdisciplinary study of the natural sciences.

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Lane, Jan-Erik. "GLOBAL WARMING: Natural Science versus Social Sciences Issues." European Scientific Journal, ESJ 12, no. 29 (2016): 451. http://dx.doi.org/10.19044/esj.2016.v12n29p451.

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It is true that climate change and its implications are given much more attention now, after the COP21 Agreement in Paris. There are almost weekly conferences about global warming and the debate is intense all over the globe. This is a positive, but one must point out the exclusive focus upon natural science and technological issues, which actually bypasses the thorny problems of international governance and the coordination of states. The social science aspects of global warming policy-making will be pointed out in this article. This is a problematic by itself that reduces the likelihood of successful implementation of the goals of the COP21 Agreement (Goal I, Goal II and Goal III in global decarbonistion).

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Zahariev, Dimcho. "Editorial Note: Natural Sciences - where Science meets Beauty." Acta Scientifica Naturalis 7, no. 1 (2020): I—III. http://dx.doi.org/10.2478/asn-2020-0001.

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Kendler, Howard H. "Subjective science and natural science." History of Psychology 4, no. 2 (2001): 195–97. http://dx.doi.org/10.1037/1093-4510.4.2.195.

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Goodman, Nicolas D. "Mathematics as natural science." Journal of Symbolic Logic 55, no. 1 (1990): 182–93. http://dx.doi.org/10.2307/2274961.

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Mathematics is a natural science whose great generality makes many philosophers think of it as a supernatural science, consisting of truths derived independently of experience about objects not given in experience. Some mathematicians, like Simpson [16], try to defend mathematics from the resulting objection that it is merely a mental game by first conceding that most of it is meaningless and then trying to save what is left by some technical tour de force. Some physicists, like Wigner [20], admit that mathematics is applicable to the world, but declare themselves unable to understand what makes its applications possible. Both Simpson's worries and Wigner's puzzlement can be relieved if we assimilate mathematics more closely to the other natural sciences.

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Dissertations / Theses on the topic "Natural science"

1

Reinfelder, M. "Marx on natural science." Thesis, University of Kent, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.356550.

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Larsson, Malin. "Laboratory Chemistry in Natural Science." Thesis, Kristianstad University College, Department of Teacher Education, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-3988.

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<p>University level laboratory work is reformulated to fit into the chemistry and</p><p>natural science education in the upper secondary school of Sweden. This thesis</p><p>describes how this reformulation is performed both from the chemical and the</p><p>didactic point of view. The resulting laboratory manual has been tested by students</p><p>in the target group with positive response. Interest lay in how to present</p><p>laboratory experiments far different from what they usually did and how it actually</p><p>connected to their studies in natural science. How much did attitudes and</p><p>self-efficacy influence the implementation of the laboratory work and how did</p><p>the students collaborate? The author designed the laboratory work, observed an</p><p>implementation of parts of the laboratory work through laboratory lessons in a</p><p>school class and made a follow-up interview with the teacher.</p>

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Daigle, Cheryl Perusse. "A Portfolio of Science and Nature Writing." Fogler Library, University of Maine, 2002. http://www.library.umaine.edu/theses/pdf/DaigleCP2002.pdf.

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Woods, Shaneka. "The Pedagogy of Science Teachers from Non-Natural Science Backgrounds." Thesis, University of Southern California, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10602180.

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<p> This is a descriptive, exploratory, qualitative, collective case study that explores the pedagogical practices of science teachers who do not hold natural science degrees. The intent of this study is to support the creation of alternative pathways for recruiting and retaining high-quality secondary science teachers in K-12 education. The conceptual framework is based on Social Cognitive Theory & Self-Efficacy (Bandura, 1977; Bandura, 1997) and Problem-Solving & Transfer (Berg & Strough, 2011; van Merrienboer, 2013). The research questions are: What does science instruction look like in classrooms where science teachers without natural science degrees are teaching? and How do these natural science teachers without natural science degrees believe their prior experiences inform their instruction? The participants were 4 science teachers from middle and high schools in Southern California. The instruments used in this study were interviews, observations, and document analysis. The research revealed that science teachers without natural science degrees utilize techniques that make them high-quality teachers. The current qualifications for science teachers should be revisited to consider utilizing self-efficacious teachers with an interest in science and a passion for teaching students. Science teaching competency can be measured by more than natural science degree attainment.</p><p>

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Samuel, Andrew Monteith Marshall. "Science as practice : conserving Scotland's natural heritage." Thesis, Lancaster University, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.337255.

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Butterfield, Alexandra. "Employing metacognitive procedures in Natural Science teaching." Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/20212.

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Thesis (MEdPsych)--Stellenbosch University, 2012.<br>ENGLISH ABSTRACT: Education, both in South Africa and internationally, experiences a number of challenges with regards to the need for improved teaching and learning. South African education is in a state of transformation to address the country's educational needs. In science education specifically, there is a heightened necessity to develop teaching that will respond to distinctive educational needs in the sciences. Many of the educational issues, presented in current literature, are mirrored in my Natural Sciences classroom. Given the benefits of enhanced metacognition for effective learning, this study aimed to investigate the use of metacognitive instruction procedures to improve my Natural Sciences teaching practice. Consequently, it also aimed to explore the influence that this may have on the metacognitive development of my Grade 9 Natural Sciences learners. This research study was based on a social constructivist perspective that views learning as a unique, internalized construction of knowledge from a social interaction, such as teaching. This study was embedded within a paradigm of praxis, with a qualitative action research cycle forming the research methodology and design respectively. Purposeful sampling was used to select nine of my Grade 9 Natural Sciences learners to act as informants for the Grade 9 class. Data was collected in the form of learner reflections, an open-ended questionnaire, a focus-group interview, and a research journal. Furthermore, the data was analysed, using a theoretically founded coding scheme, to identify and interpret significant themes and/or trends. The research findings indicated that the employed metacognitively orientated teaching procedures enhanced my Grade 9 Natural Sciences learners' metacognition. Their metacognitive awareness and reflection abilities improved, as well as their knowledge and regulation of cognition. The teaching techniques also demonstrated the potential to facilitate the development of my learners' conscious thinking, self-discipline, responsibility and active participation in learning - all characteristics envisaged for the ideal South Africa learner. In addition to this, the research process demonstrated the ability to enhance my Natural Sciences teaching practice and the information gained from this study will be used to inform my future teaching practice. I now realise the value of incorporating metacognitive teaching procedures into my lessons, as well as the importance of reflecting on my teaching process and considering the uniqueness of each learner in my class. Additionally, teacher training institutes and educational policy makers may benefit from the information gained from this study, for improving teaching practice. Apart from this, findings attained from this study have the potential to inform future cycles of this action research process or alternatively to be used for other research within the field.<br>AFRIKAANSE OPSOMMING: Onderwys, beide in Suid-Afrika en internasionaal, ervaar 'n aantal uitdagings rakende die behoefte aan verbeterde onderrig en leer. Die Suid-Afrikaanse onderwysstelsel is tans in 'n staat van transformasie om die land se opvoedkundige behoeftes aan te spreek. In die wetenskap-onderwys spesifiek, is daar 'n toenemende noodsaaklikheid om onderrig te ontwikkel wat die unieke onderwysbehoeftes in die wetenskappe kan aanspreek. Baie van die opvoedkundige kwessies soos in huidige literatuur uitgelig, is ook in my Natuurwetenskappe-klaskamer teenwoordig. Gegee die bewese voordele van verbeterde metakognisie vir effektiewe leer, het hierdie navorsingstudie gepoog om die gebruik van metakognitiewe onderrigprosedures vir die verbetering van my Natuurwetenskappe-onderrigpraktyk te ondersoek. Die studie was ook daarop gemik om die invloed van metakognitiewe onderrigprosedures op die metakognitiewe ontwikkeling van my Graad 9 Natuurwetenskappe-leerders, na te vors. Hierdie navorsingstudie is gebaseer op 'n sosiaal-konstruktivistiese leerperspektief wat leer sien as 'n unieke, geïnternaliseerde konstruksie van kennis binne 'n sosiale interaksie, soos onderrig. Hierdie studie is binne 'n paradigma van „praxis‟ ingebed, met aksienavorsing as navorsingsontwerp en daar is van „n kwalitatiewe navorsingsmetodologie gebruik gemaak. Doelgerigte steekproefneming is gebruik om nege van my Graad 9 Natuurwetenskappe-leerders te kies om as informante vir die graad 9-klas op te tree. Data is in die vorm van leerders se refleksies, 'n oop-einde vraelys, 'n fokusgroep-onderhoud, en 'n navorsings- joernaal ingesamel. Verder is die data met behulp van 'n teoretiese koderingskema geanaliseer wat belangrike temas en/of tendense identifiseer en interpreteer. Die navorsing het aangedui dat die metakognitiewe onderrigprosedures wat gebruik is, my Graad 9 Natuurwetenskappe leerders se metakognisie versterk het. Hulle metakognitiewe bewustheid en reflektiewe vermoëns het verbeter, sowel as hulle kennis en regulering van kognisie. Die onderrigtegnieke het ook die potensiaal getoon om die ontwikkeling van my leerders se bewuste denke, self-dissipline, verantwoordelikheid en aktiewe deelname in die leerproses te fasiliteer. Hierdie eienskappe is van dié wat vir die ideale Suid-Afrikaanse leerder beoog word. Benewens hierdie aspekte het die navorsing ook my Natuurwetenskappe-onderrigpraktyk verbeter en die navorsingsbevindinge sal in die toekoms gebruik word om my onderwyspraktyk toe te lig. Ek besef nou die waarde daarvan om metakognitiewe onderrigprosedures in my lesse te inkorporeer, sowel as die belang van refleksie oor my onderrigproses en om die uniekheid van elke leerder in my klas in ag te neem. Onderwys-opleidingsinstellings en opvoedkundige beleidmakers mag uit hierdie navorsing voordeel trek rakende die verbetering van onderwyspraktyk. Afgesien van die bogenoemde, het die navorsingsbevindinge ook die potensiaal om toekomstige siklusse van aksienavorsing toe te lig en om binne verdere navorsing in die veld gebruik te word.

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Rakshit, Tommi. "Can there be special science natural laws? /." [S.l. : s.n.], 1999. http://www.gbv.de/dms/goettingen/305362488.pdf.

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Macedo-Lamb, Silvana Barbosa. "From fine art to natural science through allegory." Thesis, Northumbria University, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.410383.

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Boulos, Pierre J. "From natural philosophy to natural science, the entrenchment of Newton's ideal of empirical success." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape9/PQDD_0005/NQ42502.pdf.

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Castell, Paul Tristram Lutz. "Epistemic probability in science : the prospects for probabilism as an epistemology for the natural sciences." Thesis, University of Cambridge, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.240903.

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Books on the topic "Natural science"

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Kant, Immanuel. Natural science. Cambridge University Press, 2012.

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Visionlearning, ed. Natural science. 5th ed. Kendall Hunt, 2009.

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E, Egger Anne, ed. Natural science. 5th ed. Kendall Hunt, 2010.

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M, Knight David, and Eddy Matthew 1972-, eds. Science and beliefs: From natural philosophy to natural science, 1700-1900. Ashgate, 2005.

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Hardy, Lee, and Lester Embree, eds. Phenomenology of Natural Science. Springer Netherlands, 1992. http://dx.doi.org/10.1007/978-94-011-2622-9.

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Lee, Hardy, and Embree Lester E, eds. Phenomenology of natural science. Kluwer Academic Publishers, 1992.

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Museum, British Columbia Provincial, and Royal British Columbia Museum, eds. Contributions to natural science. British Columbia Provincial Museum, 1985.

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V, T͡Sit͡sishvili G., ed. Natural zeolites. E. Horwood, 1992.

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(Firm), Knovel, ed. Natural polymers: Composites. Royal Society of Chemistry, 2012.

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Watts, Claire. Natural disasters. DK, 2006.

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Book chapters on the topic "Natural science"

1

Schwindt, Jan-Markus. "Natural Science." In Universe Without Things. Springer Berlin Heidelberg, 2022. http://dx.doi.org/10.1007/978-3-662-65426-2_4.

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Spratt, Danielle. "Natural Science." In The Routledge Companion to Eighteenth-Century Literatures in English. Routledge, 2024. http://dx.doi.org/10.4324/9781003271208-49.

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Frigerio, Didone, Anett Richter, Esra Per, Baiba Pruse, and Katrin Vohland. "Citizen Science in the Natural Sciences." In The Science of Citizen Science. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-58278-4_5.

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AbstractThe natural sciences include the life and physical sciences and study nature through observing and understanding phenomena, testing hypotheses, and performing experiments. Key principles such as reliability, validity, objectivity, and predictability are achieved through transparent assumptions, methods, data, and interpretations as well as multidisciplinarity.In this chapter we present insights into the genesis of citizen science in the natural sciences and reflect on the intellectual history of the natural sciences in relation to citizen science today. Further, we consider the current scientific approaches and achievements of natural science projects, which are applying citizen science to address empirical and/or theoretical research, focusing on monitoring programmes. Presenting examples and case studies, we focus on the key characteristics of the scientific inquiries being investigated in the natural sciences through citizen science. Finally, we discuss the consequences of engagement in scientific processes in relation to the future of natural scientists in a complex world.

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Ostrowski, Marius S. "Natural Science Contra Social Science." In Eduard Bernstein on Socialism Past and Present. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-50484-7_19.

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Ebeling, Richard M. "Social Science and Natural Science." In Money, Method, and the Market Process. Springer Netherlands, 1990. http://dx.doi.org/10.1007/978-94-009-2205-1_1.

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Ostrowski, Marius S. "Natural Science Contra Social Science." In Eduard Bernstein on Socialism Past and Present. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-50484-7_19.

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Addis, Tom. "Knowledge Science." In Natural and Artificial Reasoning. Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-11286-2_4.

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Rozenberg, Grzegorz. "Natural Computing: A Natural and Timely Trend for Natural Sciences and Science of Computation." In Lecture Notes in Computer Science. Springer Berlin Heidelberg, 2007. http://dx.doi.org/10.1007/978-3-540-73001-9_69.

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Mazzola, Guerino, Maria Mannone, and Yan Pang. "Natural Numbers." In Computational Music Science. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-42937-3_6.

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Mazzola, Guerino, Maria Mannone, and Yan Pang. "Natural Arithmetic." In Computational Music Science. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-42937-3_8.

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Conference papers on the topic "Natural science"

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Makarskaitė-Petkevičienė, Rita. "NATURAL SCIENCE LESSONS: PRE-SERVICE PRIMARY TEACHERS' EXPERIENCE." In Proceedings of the 2nd International Baltic Symposium on Science and Technology Education (BalticSTE2017). Scientia Socialis Ltd., 2017. http://dx.doi.org/10.33225/balticste/2017.83.

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“Science Education in Europe: National Policies, Practices and Research (2011) discusses students’ natural science literacy, generalises international research results, names natural science education problems, searches for solutions. One of them – suitable teacher preparation. This article analyses what experience pre-service primary teachers have about natural science lessons and what, in their opinion, is necessary for the students to like natural sciences. Keywords: personal experience, pre-service primary teachers, opinion research, lessons in nature.

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Sablić, Marija, Ana Mirosavljević, and Irena Labak. "Students’ Motivation in Natural Science Classes." In 79th International Scientific Conference of University of Latvia. University of Latvia, 2021. http://dx.doi.org/10.22364/htqe.2021.50.

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The paper discusses motivation as an integral part of the learning process. It presents the interdependence of motivation, emotions, self-regulated learning, cognition, metacognition, critical and creative thinking, learning strategies, and teacher in the process of learning within the natural science field. We describe the characteristics of internal and external motivation significant for improving engagement in the natural science learning activities that leads to better learning achievements. A review of relevant research on the specifics of teaching natural science subjects is discussed in the context of motivation, i. e. the paper discusses the factors that motivate students for studying and succeeding in natural science subjects. Students’ interest in natural science subjects depends largely on the teacher, but also on a positive, supportive, and engaging learning environment. Due to teachers’ importance and numerous interrelationships in the entire learning process, they have a responsibility to motivate students, but also to motivate themselves for professional development in which they will improve their knowledge of factors that motivate students. The paper analyses which factors motivate students for optimal achievements in classes, for effective and active participation in the teaching process of natural science subjects, but also for developing a positive attitude towards the natural sciences.

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Naskrecki, Piotr. "The science of natural history." In 2016 International Congress of Entomology. Entomological Society of America, 2016. http://dx.doi.org/10.1603/ice.2016.94360.

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Mackay, Wendy E., and Anne-Laure Fayard. "HCI, natural science and design." In the conference. ACM Press, 1997. http://dx.doi.org/10.1145/263552.263612.

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Nodzyńska, Małgorzata. "INFLUENCE OF PIAGET'S THEORY ON CONVINCING EXPERTS ABOUT THE DIFFICULTIES IN THE UNDERSTANDING OF SCIENTIFIC TERMS BY CHILDREN." In 3rd International Baltic Symposium on Science and Technology Education (BalticSTE2019). Scientia Socialis Ltd., 2019. http://dx.doi.org/10.33225/balticste/2019.153.

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In formal education, the teaching of natural sciences begins when children are about 12 years old. Teachers justify this with the difficulty and abstraction of concepts in these sciences, and they refer to the theory of child development by Piaget. However, numerous examples from everyday life, from non-formal education, analysis of the difficulties of individual terms as well as research in the field of mathematics and didactics of chemistry show that it is possible to teach natural science at lower stages of education. Keywords: Piaget’s theory, teaching of natural science, formal education.

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Dambueva, A. B., D. K. Chimitova, T. S. Breslavskaya, and O. B. Naidanova. "RESEARCH OF NATURAL SCIENCE LITERACY: REGIONAL EXPERIENCE." In Культура, наука, образование: проблемы и перспективы. Нижневартовский государственный университет, 2021. http://dx.doi.org/10.36906/ksp-2021/71.

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The article provides a brief description of the concept of “natural science literacy”, considers tasks aimed at monitoring the natural science literacy of schoolchildren. The model of assignments for the assessment of natural science literacy used in the international PISA study is described, and the results of the study of natural science literacy at the regional level are discussed.

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PROSPERI, G. M. "NATURAL SCIENCES AND HUMAN SCIENCES." In Proceedings of the Annual Meeting of the International Academy of the Philosophy of Science. WORLD SCIENTIFIC, 2001. http://dx.doi.org/10.1142/9789812799593_0008.

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Connelly, Jeffrey B., and Margaret E. McMillan. "ABET ACCREDITATION OF NATURAL SCIENCE PROGRAMS." In 52nd Annual GSA South-Central Section Meeting - 2018. Geological Society of America, 2018. http://dx.doi.org/10.1130/abs/2018sc-310227.

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Lamanauskas, Vincentas. "NATURAL SCIENCE AND TECHNOLOGY EDUCATION: BalticSTE2017." In Proceedings of the 2nd International Baltic Symposium on Science and Technology Education (BalticSTE2017). Scientia Socialis Ltd., 2017. http://dx.doi.org/10.33225/balticste/2017.09.

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The 2nd international science symposium “BalticSTE2017” materials are in your hands. This book presents some important issues related to the science and technology education today and in the future. It highlights different aspects of this important area. Though the name of the symposium itself emphasizes the Baltic region, however the symposium’s report panorama is very wide. The works of scientists from Brazil, Czech Republic, Slovenia, Poland, South Korea, Turkey, Italy, Finland, Croatia, Bosnia and Herzegovina, Russia, USA, Slovakia, Portugal are published here. The newest natural science and technological education area research are presented in them, global perspectives are shown, insights are drawn.

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Mukhametshin, Azat, Norair Asratyan, Raya Zaripova, and Camille Murzakaeva. "Natural Science Teaching at Elementary School." In Proceedings of the International Conference Digital Age: Traditions, Modernity and Innovations (ICDATMI 2020). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201212.059.

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Reports on the topic "Natural science"

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Ervin, C. J. The Natural Science Institute for Teachers of Minority Students: Performance report. Office of Scientific and Technical Information (OSTI), 1995. http://dx.doi.org/10.2172/34371.

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Looney, B., T. TOM O. EARLY, T. TYLER GILMORE, et al. ADVANCING THE SCIENCE OF NATURAL AND ENHANCED ATTENUATION FOR CHLORINATED SOLVENTS. Office of Scientific and Technical Information (OSTI), 2006. http://dx.doi.org/10.2172/897537.

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B. Bodvarsson and Y. Tsang. OFFICE OF SCIENCE AND TECHNOLOGY AND INTERNATIONAL, NATURAL BARRIERS THRUST OVERVIEW. Office of Scientific and Technical Information (OSTI), 2006. http://dx.doi.org/10.2172/884900.

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LOONEY, BRIAN. Natural and Passive Remediation of Chlorinated Solvents: Critical Evaluation of Science and Technology Targets. Office of Scientific and Technical Information (OSTI), 2004. http://dx.doi.org/10.2172/822824.

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Clark, Roger N., and Errol E. Meidinger. Integrating science and policy in natural resource management: lessons and opportunities from North America. U.S. Department of Agriculture, Forest Service, Pacific Northwest Research Station, 1998. http://dx.doi.org/10.2737/pnw-gtr-441.

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Furey, John, Austin Davis, and Jennifer Seiter-Moser. Natural language indexing for pedoinformatics. Engineer Research and Development Center (U.S.), 2021. http://dx.doi.org/10.21079/11681/41960.

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The multiple schema for the classification of soils rely on differing criteria but the major soil science systems, including the United States Department of Agriculture (USDA) and the international harmonized World Reference Base for Soil Resources soil classification systems, are primarily based on inferred pedogenesis. Largely these classifications are compiled from individual observations of soil characteristics within soil profiles, and the vast majority of this pedologic information is contained in nonquantitative text descriptions. We present initial text mining analyses of parsed text in the digitally available USDA soil taxonomy documentation and the Soil Survey Geographic database. Previous research has shown that latent information structure can be extracted from scientific literature using Natural Language Processing techniques, and we show that this latent information can be used to expedite query performance by using syntactic elements and part-of-speech tags as indices. Technical vocabulary often poses a text mining challenge due to the rarity of its diction in the broader context. We introduce an extension to the common English vocabulary that allows for nearly-complete indexing of USDA Soil Series Descriptions.

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Volkova, Nataliia P., Nina O. Rizun, and Maryna V. Nehrey. Data science: opportunities to transform education. [б. в.], 2019. http://dx.doi.org/10.31812/123456789/3241.

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The article concerns the issue of data science tools implementation, including the text mining and natural language processing algorithms for increasing the value of high education for development modern and technologically flexible society. Data science is the field of study that involves tools, algorithms, and knowledge of math and statistics to discover knowledge from the raw data. Data science is developing fast and penetrating all spheres of life. More people understand the importance of the science of data and the need for implementation in everyday life. Data science is used in business for business analytics and production, in sales for offerings and, for sales forecasting, in marketing for customizing customers, and recommendations on purchasing, digital marketing, in banking and insurance for risk assessment, fraud detection, scoring, and in medicine for disease forecasting, process automation and patient health monitoring, in tourism in the field of price analysis, flight safety, opinion mining etc. However, data science applications in education have been relatively limited, and many opportunities for advancing the fields still unexplored.

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Benson, S. M. Capturing and sequestering carbon by enhancing the natural carbon cycle: Prelimary identification of basic science needs and opportunities. Office of Scientific and Technical Information (OSTI), 1997. http://dx.doi.org/10.2172/552761.

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Meadow, Alison, and Gigi Owen. Planning and Evaluating the Societal Impacts of Climate Change Research Projects: A guidebook for natural and physical scientists looking to make a difference. The University of Arizona, 2021. http://dx.doi.org/10.2458/10150.658313.

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As scientists, we aim to generate new knowledge and insights about the world around us. We often measure the impacts of our research by how many times our colleagues reference our work, an indicator that our research has contributed something new and important to our field of study. But how does our research contribute to solving the complex societal and environmental challenges facing our communities and our planet? The goal of this guidebook is to illuminate the path toward greater societal impact, with a particular focus on this work within the natural and physical sciences. We were inspired to create this guidebook after spending a collective 20+ years working in programs dedicated to moving climate science into action. We have seen firsthand how challenging and rewarding the work is. We’ve also seen that this applied, engaged work often goes unrecognized and unrewarded in academia. Projects and programs struggle with the expectation of connecting science with decision making because the skills necessary for this work aren’t taught as part of standard academic training. While this guidebook cannot close all of the gaps between climate science and decision making, we hope it provides our community of impact-driven climate scientists with new perspectives and tools. The guidebook offers tested and proven approaches for planning projects that optimize engagement with societal partners, for identifying new ways of impacting the world beyond academia, and for developing the skills to assess and communicate these impacts to multiple audiences including the general public, colleagues, and elected leaders.

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Samper, Cristián. Cultural Ecology in the Americas. Inter-American Development Bank, 2003. http://dx.doi.org/10.18235/0007950.

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