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Relevant bibliographies by topics / Science education research

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Academic literature on the topic 'Science education research'

Author: Grafiati

Published: 4 June 2021

Last updated: 31 January 2023

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Journal articles on the topic "Science education research"

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Kurdziel, Josepha P., and Julie C. Libarkin. "Research Methodologies in Science Education: Human Subjects and Education Researchs." Journal of Geoscience Education 52, no. 2 (2004): 199–203. http://dx.doi.org/10.1080/10899995.2004.12028057.

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Adey, Philip. "Science education research and cognitive science." Research in Science Education 25, no. 1 (1995): 101–13. http://dx.doi.org/10.1007/bf02356463.

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Abramova, Mariya. "Science + Education = ( ≠ ) Education + Science." Institutionalization of science and the scientific community 1, no. 2020.1.1 (2020): 83–93. http://dx.doi.org/10.47850/rl.2020.1.1.83-93.

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Based on a comparative analysis of the Prussian and Anglo-Saxon models, as well as the implementation of the concepts of didactic encyclopedism and utilitarianism in the education system, the author demonstrates the changes taking place in social institutions – education and science. It is shown that in countries that have long developed under the influence of the public administration system that implemented the model of compulsory education for all, science as a sphere of strategic development of the country determined the content and level of training of graduates. The attempt to include research institutions in universities in the context of the formation of a new Russian system of administration in the field of science and education, as a stage of transition to the implementation of the Anglo-Saxon model, not only violates the logic of the established system of training, but also is a way to substitute real research activity for compliance with the formal criteria of international ratings.

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Brock, Richard. "Association for Science Education guide to research in science education." Teacher Development 16, no. 4 (2012): 567–69. http://dx.doi.org/10.1080/13664530.2012.740842.

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Libarkin, Julie C., and Josepha P. Kurdziel. "Research Methodologies in Science Education." Journal of Geoscience Education 49, no. 3 (2001): 300–304. http://dx.doi.org/10.5408/1089-9995-49.3.300.

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Mishra., Bhawana. "RESEARCH TRENDS IN SCIENCE EDUCATION." International Journal of Advanced Research 5, no. 6 (2017): 296–300. http://dx.doi.org/10.21474/ijar01/4412.

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Aikenhead, Glen. "Research Into STS Science Education." Educación Química 16, no. 3 (2018): 384. http://dx.doi.org/10.22201/fq.18708404e.2005.3.66101.

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<span>STS science curriculum content includes both the internal workings of the scientific enterprise and the scientific enterprises external interaction with technology and society. The educational goal is to prepare future citizens who understand the human and social dimensions of scientific practice and its consequences. This article synthesizes the published research into STS science education in terms of policy making (curriculum development), student learning, and teacher orientations toward such a curriculum. The article encompasses both educationally sound and politically realistic results that are found in the literature. This synthesis is restricted to research with students aged 12 to 18, and it excludes literature that simply advocates a position without basing its conclusions on research evidence.</span>

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Harle, Wynne. "Research in primary science education." Journal of Biological Education 35, no. 2 (2001): 61–65. http://dx.doi.org/10.1080/00219266.2000.9655743.

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MacKinnon, P. J., D. Hine, and R. T. Barnard. "Interdisciplinary science research and education." Higher Education Research & Development 32, no. 3 (2013): 407–19. http://dx.doi.org/10.1080/07294360.2012.686482.

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Martinand, J. L., and A. Giordan. "French Research in Science Education." Studies in Science Education 16, no. 1 (1989): 209–17. http://dx.doi.org/10.1080/03057268908559966.

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Dissertations / Theses on the topic "Science education research"

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Calderone, Carli E. "Stem Cell Research: Science Education and Outreach." Miami University Honors Theses / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=muhonors1268751337.

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Groth, Randall Howard. "Research activity in major research universities and fields of science." Diss., The University of Arizona, 1990. http://hdl.handle.net/10150/185052.

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The primary purposes of this study were to (1) verify the criteria for selection of variables that are measures of research activity; (2) replicate for 1987 the development of a composite measure of research activity index (RAI) for the top 100 research universities in the United States; (3) cluster the top 100 research universities according to the Carnegie Foundation's classifications and rank each university by its respective RAI within the cluster; (4) evaluate the strengths and weaknesses of the RAI and compare the results to those of previous studies; (5) pilot the development of a component Fields of Science and Engineering Research Activity Index (FSERAI) for the top 100 research universities in two specific fields of science (physical and social sciences) and rank the universities according to their respective component FSERAIs; and (6) examine a productivity quotient for each of the top 100 research universities. A review of the literature provided the eleven variables used in the development of the composite RAI. The statistical instrument used to develop the Research Activity Index Score (RAIS) was a subroutine of factor analysis known as principal components analysis. The RAI scores were produced for each institution and ranked in descending order. Ultimately, two comparisons were made. First, the RAIs for the year 1987 were compared with previous RAIs for the years 1980 and 1985. Second, the RAIs for the years 1980 and 1985 were recalculated exclusive of the personnel variables unavailable for the year 1987. Institutions were then clustered according to Carnegie Foundation classifications and were ranked by their respective RAIs within each category. The same basic design, used to produce the composite RAI, was used to produce the composite FSERAI. Of the seventeen variables initially gathered, eight were used in the derivation of the component FSERAI. Ultimately, 48 institutions were ranked in the physical sciences and 67 were ranked in the social sciences. Lastly, a relative productivity index for each of the top 100 research universities was produced.

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King, Jonathan Lee. "Deployable Infrastructure in Support of Science and Education." Thesis, Virginia Tech, 2009. http://hdl.handle.net/10919/76890.

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P.L.U.G. is a prototypical solution to a highly specialized design problem that emerged in support of remote biological field research in the Mahale mountains of Western Tanzania. In collaboration with researchers from the Virginia Maryland Regional College of Veterinary Medicine's (VMRCVM) Bush to Base Bioinformatics(B2B) group a team of students and faculty from the Virginia Tech School of Architecture + Design designed, constructed, tested, and deployed the mobile field laboratory which houses up to four researchers and includes clean laboratory space, living accommodation, autonomous electricity generation, and a satellite-based communications network. P.L.U.G. consists of two primary elements, a rigid enclosed laboratory and fabric super structure that are constructed using a series of functionally-complex building components that are designed to be carried and assembled by two researchers, in one day, without the use of tools. (Kaur etal. 2007) The resulting system can be mass produced and utilized in the establishment of infrastructure in remote, environmentally sensitive, and unstable environments and has implication in disaster relief housing, human heath stations, remote research, mobile educational facilities, and any other environment or event that requires rapidly deployable, self-sufficient infrastructure. The prototype laboratory was successfully deployed during the summer of 2007 and has been field tested by the Virginia Maryland College of Veterinary Medicine (VMRCVM) Bush-2-Base Bioinformatics (B2B) research group. Currently the laboratory program exists as part of a newly developed long-term research initiative surrounding Deployable Infrastructure in Support of Science and Education (DISSed Lab) initiated by the author in response to perceived demand for such accommodation.<br>Master of Science

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Bartoszuk, Karin, Cecelia McIntosh, and Brian Maxson. "Integration and Synergy of Research and Graduate Education in Science, Humanities, and Social Science." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/6174.

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Hyanes, A. D. "Classroom based research on some current issues in science education." Thesis, University of East Anglia, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.376355.

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Hilson, Margilee Planton. "K-12 Science Classroom Action Research as Embedded Professional Development to Improve Student Achievement in Science." The Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=osu1216068101.

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Mann, Shelley Donna. "Beliefs to practice in postsecondary science education, the value of research/the research value." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape11/PQDD_0021/NQ37730.pdf.

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Owen-Smith, Jason David. "Public science, private science: The causes and consequences of patenting by Research One universities." Diss., The University of Arizona, 2000. http://hdl.handle.net/10150/284186.

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Drawing on pooled cross-section time series data and fieldwork based comparative case studies, this dissertation examines the causes and consequences of increased patenting by Research One universities. Academic patenting has increased dramatically in the last two decades, indicating a growing concern with commercial and economic outcomes for university research. Patents are characteristic of private, for profit, science. As such, they differ in consequential ways from publications, the characteristic output of public, or academic, science. Both public and private science are stratified by accumulative advantage mechanisms. Drawing on an 18 year pooled cross-section simultaneous equation model, this dissertation demonstrates that patenting activity and scientific reputation have become increasingly linked in the last fifteen years. The dramatic increase in academic patenting and the concentration of commercial success among a handful of universities can both be explained by changes in the relationship between public and private science over time. Not all universities have benefited equally from the increasingly linkages between commercial and academic science. Drawing on fieldwork conducted at two university campuses, this dissertation argues that a university's ability to capitalize on global changes in the relationship between public and private science depends on its research capacity, technology transfer infrastructure, and institutional ability to support the simultaneous pursuit of patenting and publishing. This combination of qualitative and quantitative methodologies enables analysis of university patenting trends across time and at multiple levels. Field level changes in the relationship between commercial and academic science shape an are shaped by organizational adaptations to new ambiguities created by importing private science to the university context. Within the organizations individual activities and possibilities for action are structured by the changing organizational and institutional environments that have resulted from increased research commercialization.

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Stockmann, Dustin. "Action Research Using Entomological Research to Promote Hands-On Science Inquiry in a High-Poverty, Midwest Urban High School." Thesis, Lindenwood University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10241269.

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<p> The purpose of this mixed-methods action research study was to examine to what extent entomological research can promote students’ hands-on learning in a high-poverty, urban, secondary setting.</p><p> In reviewing the literature, the researcher was not able to find a specific study that investigated how entomological research could promote the hands-on learning of students. The researcher did find evidence that research on learning in a secondary setting was important to student growth. It should also be noted that support was established for the implementation of hands-on science inquiry in the classroom setting.</p><p> The study’s purpose was to aid educators in their instruction by combining research-based strategies and hands-on science inquiry. The surveys asked 30 students to rate their understanding of three basic ideas. These core ideas were entomological research, hands-on science inquiry, and urban studies. These core ideas provided the foundation for the study. The questionnaires were based on follow-up ideas from the surveys. Two interview sessions were used to facilitate this one-on-one focus.</p><p> Because the study included only 30 student participants, its findings may not be totally replicable. Further study investigating the links between entomological research and hands-on science learning in an urban environment is needed.</p>

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Davidson, Rosemary McBryan. "Researching the Real| Transforming the Science Fair through Relevant and Authentic Research." Thesis, University of Missouri - Saint Louis, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3621184.

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<p> This teacher research study documents the processes used to help students in an all-female, religious-based high school create science fair projects that are personally meaningful, scientifically sophisticated and up-to date in terms of science content. One-hundred sixteen young women in an honors chemistry class were introduced by their teacher to the methods used by science journalists when researching and crafting articles. The students then integrated these strategies into their science fair research through collaborative classroom activities designed by their teacher. Data collected during the process included audio and video tapes of classroom activities, student interviews, process work, finished projects, email conversations and the reflective journaling, annotated lesson plans, and memories of the lived experience by the teacher. </p><p> The pedagogical changes which resulted from this project included the use of Read Aloud-Think Alouds (RATA) to introduce content and provide relevance, a discussion based topic selection process, the encouragement of relevant topic choices, the increased use of technology for learning activities and for sharing research, and an experimental design process driven by the student's personally relevant, topic choice. Built in feedback loops, provided by the teacher, peer editors and an outside editor, resulted in multiple revisions and expanded opportunities for communicating results to the community-at-large. </p><p> Greater student engagement in science fair projects was evident: questioning for understanding, active involvement in decision making, collaboration within the classroom community, experience and expertise with reading, writing and the use of technology, sense of agency and interest in science related activities and careers all increased. Students communicated their evolving practices within the school community and became leaders who promoted the increased use of technology in all of their classes. </p><p> Integrating journalistic practices into the research projects of these honors chemistry students also brought about positive changes in the attitude of the students toward science. The pedagogy implemented was successful at increasing the engagement of the participants in their own learning processes as well as increased interest in science. Moreover, the teacher researcher has expanded her skill set and is transitioning toward a more student-centered classroom. While this study focused on 116 honors chemistry students over the course of three years, it identified changes in practices that can be taken up and examined more broadly by science teachers who include science fairs as part of their curriculum.</p>

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Books on the topic "Science education research"

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Pintó, Roser, and Digna Couso, eds. Contributions from Science Education Research. Springer Netherlands, 2007. http://dx.doi.org/10.1007/978-1-4020-5032-9.

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Wallerstein, Robert S. Psychoanalysis: Education, research, science, and profession. International Universities Press, 2002.

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Bazzul, Jesse, and Christina Siry, eds. Critical Voices in Science Education Research. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-99990-6.

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Cabe Trundle, Kathy, and Mesut Saçkes, eds. Research in Early Childhood Science Education. Springer Netherlands, 2015. http://dx.doi.org/10.1007/978-94-017-9505-0.

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Bandiera, M., S. Caravita, E. Torracca, and M. Vicentini, eds. Research in Science Education in Europe. Springer Netherlands, 1999. http://dx.doi.org/10.1007/978-94-015-9307-6.

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Varelas, Maria, ed. Identity Construction and Science Education Research. SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6209-043-9.

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K, Abell Sandra, and Lederman Norman G, eds. Handbook of research on science education. Lawrence Erlbaum Associates, 2007.

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Lederman, Norman G., Dana L. Zeidler, and Judith S. Lederman. Handbook of Research on Science Education. Routledge, 2023. http://dx.doi.org/10.4324/9780367855758.

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1951-, Marginson Simon, and James Richard, eds. Education, science and public policy: Ideas for an education revolution. Melbourne University Press, 2008.

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Isozaki, Tetsuo, and Manabu Sumida, eds. Science Education Research and Practice from Japan. Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-2746-0.

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Book chapters on the topic "Science education research"

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Nieke, Wolfgang. "Education Science and Waldorf Education." In Handbook of Research on Waldorf Education. Routledge, 2023. http://dx.doi.org/10.4324/9781003187431-37.

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Orion, Nir, and Julie C. Libarkin. "Earth Science Education." In Handbook of Research on Science Education. Routledge, 2023. http://dx.doi.org/10.4324/9780367855758-26.

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Mikropoulos, Tassos A. "Brain Research in Science Education Research." In Science Education Research in the Knowledge-Based Society. Springer Netherlands, 2003. http://dx.doi.org/10.1007/978-94-017-0165-5_37.

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Tan, Kim Chwee Daniel, Tang Wee Teo, and Chew-Leng Poon. "Singapore Science Education." In Science Education Research and Practice in Asia. Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-0847-4_9.

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Ramma, Yashwantrao, Ajeevsing Bholoa, and Brinda Oogarah-Pratap. "Research Perspectives and Skills for Science Education." In Science Education. SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6300-749-8_39.

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Slotta, James. "Technology for Science Education: Research." In Encyclopedia of Science Education. Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-6165-0_523-1.

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Slotta, James. "Technology for Science Education: Research." In Encyclopedia of Science Education. Springer Netherlands, 2015. http://dx.doi.org/10.1007/978-94-007-2150-0_523.

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Murphy, Colette. "Vygotsky and Science Education Research." In Vygotsky and Science Education. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-05244-6_4.

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Klaassen, Kees, and Koos Kortland. "Developmental Research." In Encyclopedia of Science Education. Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-6165-0_155-1.

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Tobin, Kenneth. "Teacher Research." In Encyclopedia of Science Education. Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-6165-0_266-3.

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Conference papers on the topic "Science education research"

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Mike, Koby. "Data Science Education." In ICER '20: International Computing Education Research Conference. ACM, 2020. http://dx.doi.org/10.1145/3372782.3407110.

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Clear, Tony. "Valuing computer science education research?" In the 6th Baltic Sea conference. ACM Press, 2006. http://dx.doi.org/10.1145/1315803.1315806.

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Sherin, Bruce, Leon Hsu, Charles Henderson, and Laura McCullough. "Cognitive Science: The Science Of The (Nearly) Obvious." In 2007 PHYSICS EDUCATION RESEARCH CONFERENCE. AIP, 2007. http://dx.doi.org/10.1063/1.2820932.

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Marx, Jeffrey. "Attitudes of Undergraduate General Science Students Toward Learning Science and the Nature of Science." In 2004 PHYSICS EDUCATION RESEARCH CONFERENCE. AIP, 2005. http://dx.doi.org/10.1063/1.2084717.

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Wulf, Rosemary, Laurel M. Mayhew, Noah D. Finkelstein, Chandralekha Singh, Mel Sabella, and Sanjay Rebello. "Impact of Informal Science Education on Children’s Attitudes About Science." In 2010 PHYSICS EDUCATION RESEARCH CONFERENCE. AIP, 2010. http://dx.doi.org/10.1063/1.3515238.

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Bartley, Jessica E., Laurel M. Mayhew, Noah D. Finkelstein, Mel Sabella, Charles Henderson, and Chandralekha Singh. "Promoting Children’s Understanding And Interest In Science Through Informal Science Education." In 2009 PHYSICS EDUCATION RESEARCH CONFERENCE. AIP, 2009. http://dx.doi.org/10.1063/1.3266763.

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Parker, Miranda C. "Privilege and Computer Science Education." In ICER '15: International Computing Education Research Conference. ACM, 2015. http://dx.doi.org/10.1145/2787622.2787747.

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Waks, Shlomo. "Engineering Education: Prospective Research Issues." In ASME 2008 9th Biennial Conference on Engineering Systems Design and Analysis. ASMEDC, 2008. http://dx.doi.org/10.1115/esda2008-59535.

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There exists an increasing gap between engineering developments and research on educating engineers. There is a need to investigate and develop pedagogical means for advancing engineering education. The problem stems from the fact that most engineering educators are concerned mainly with disciplinary engineering contents, while researchers in the educational domain concentrate on educational psychology and pedagogical aspects. There is not enough cooperation between engineering and education, thus avoiding the creation of synergetic interaction between the two domains in a given engineering education system or situation. This article deals with the question: what has to be investigated in engineering education in order to advance learning activities of students and updating engineers? We will analyze some issues, as they aroused during recent years in a series of research studies on engineering education around the world and in the Department of Education in Technology and Science at the Technion – Israel Institute of Technology. After analyzing the status of engineering education and emergence of relevant R&D activities, possible research questions are presented. For example: (1) How should the contents of an engineering curriculum be determined? By whom? (2) Is there a need for a recognized educational scholarship like that of the existing disciplinary scholarship? (3) Creativity and project work – what do engineering educators and students think about? (4) What are the conditions and means for advancing the learning process in a multimedia environment? (5) What are the pitfalls in using hypermedia during the learning process? (6) What is Self-Learning Regulation (SLR) and why is it an important issue in engineering education? Accordingly possible trends in engineering education research are proposed and discussed.

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Almstrum, Vicki L., Debra Burton, and Cheng-Chih Wu. "Research methods in computer science education." In the twenty-fourth SIGCSE technical symposium. ACM Press, 1993. http://dx.doi.org/10.1145/169070.170091.

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Fitzgerald, Sue, Brian Hanks, and Renée McCauley. "Collaborative research in computer science education." In the 41st ACM technical symposium. ACM Press, 2010. http://dx.doi.org/10.1145/1734263.1734367.

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Reports on the topic "Science education research"

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Rosen, S. P., and V. L. Teplitz. Research facility access & science education. Office of Scientific and Technical Information (OSTI), 1994. http://dx.doi.org/10.2172/448055.

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Rosen, S. P., and V. L. Teplitz. Project definition study for research facility access and science education. Office of Scientific and Technical Information (OSTI), 1994. http://dx.doi.org/10.2172/188609.

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Duraiappah, Anantha, N. M. Van Atteveldt, J. M. Buil, K. Singh, and R. Wu. Reimagining Education: The International Science and Evidence Based Education (ISEE) Assessment. UNESCO MGIEP, 2022. http://dx.doi.org/10.56383/jofk3902.

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The overall goal of the ISEE Assessment is to pool multi-disciplinary expertise on educational systems and reforms from a range of stakeholders in an open and inclusive manner, and to undertake a scientifically robust and evidence based assessment that can inform education policy-making at all levels and on all scales. Its aim is not to be policy prescriptive but to provide policy relevant information and recommendations to improve education systems and the way we organize learning in formal and non-formal settings. It is also meant to identify information gaps and priorities for future research in the field of education.

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Manwell, James. Wind-energy Science, Technology and Research (WindSTAR) Consortium: Curriculum, Workforce Development, and Education Plan Final Report. Office of Scientific and Technical Information (OSTI), 2013. http://dx.doi.org/10.2172/1336633.

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Shapovalov, Yevhenii B., Viktor B. Shapovalov, and Vladimir I. Zaselskiy. TODOS as digital science-support environment to provide STEM-education. [б. в.], 2019. http://dx.doi.org/10.31812/123456789/3250.

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The amount of scientific information has been growing exponentially. It became more complicated to process and systemize this amount of unstructured data. The approach to systematization of scientific information based on the ontological IT platform Transdisciplinary Ontological Dialogs of Object-Oriented Systems (TODOS) has many benefits. It has been proposed to select semantic characteristics of each work for their further introduction into the IT platform TODOS. An ontological graph with a ranking function for previous scientific research and for a system of selection of journals has been worked out. These systems provide high performance of information management of scientific information.

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Appoev, R. K., and Zh V. Ignatenko. Electronic educational and methodical complex of discipline "Operations research and optimization methods" (in areas of training 38.00.00 Economics and Management, 09.00.00 Computer Science and Engineering, 44.00.00 Education and pedagogical sciences). North-Caucasian Social Institute, 2016. http://dx.doi.org/10.12731/appoevignatenko.01062016.21898.

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Hernández-López, Luis Pablo, Miriam Romero-López, and Guillermo García-Quirante. Humor and social competence in High School and University education: a systematic review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, 2021. http://dx.doi.org/10.37766/inplasy2021.11.0033.

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Review question / Objective: Research question: What type of relationship exists between the use of humor and social competence, or any of their respective components, in post-compulsory education students? The aim of this paper was to conduct a systematic theoretical review of the relationship between humor and social competence in post-compulsory education students. Information sources: Electronic bibliographic databases of Psychology, Biomedical and Multidisciplinary Sciences, as well as the ProQuest search platform and the SCOPUS and Web of Science meta-search engines. The electronic databases used were MEDLINE, ProQuest Dissertations & Theses Global, Psychology Database, APA PsycArticles, APA PsycInfo, SCOPUS and Web of Science Core Collection. Platforms: ProQuest and the meta-search engines SCOPUS and Web of Science.

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Shapovalov, S. M., ed. Marine expedition research on R/V of the Ministry of Science and Higher Education of the Russian Federation in 2019. Shirshov Institute Publishing House, 2020. http://dx.doi.org/10.29006/0149-2019-0016.

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The volume contains brief information on sea expeditions carried out in 2019 on research vessels operated by organizations subordinate to the Ministry of Science and Higher Education of the Russian Federation. Information selected from preliminary reports from expedition leaders. The goals and objectives of the expeditions are included, the areas of work and the location of the sections and stations are shown, the scientific equipment used in the expeditions is listed, and the main results of the expeditions are given.

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Tarasenko, Roman A., Viktor B. Shapovalov, Stanislav A. Usenko, et al. Comparison of ontology with non-ontology tools for educational research. [б. в.], 2021. http://dx.doi.org/10.31812/123456789/4432.

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Abstract:

Providing complex digital support for scientific research is an urgent problem that requires the creation of useful tools. Cognitive IT-platform Polyhedron has used to collect both existing informational ontology- based tools, and specially designed to complement a full-stack of instruments for digital support for scientific research. Ontological tools have generated using the Polyhedron converter using data from Google sheets. Tools “Search systems”, “Hypothesis test system”, “Centre for collective use”, “The selection of methods”, “The selection of research equipment”, “Sources recommended by Ministry of Education and Science of Ukraine”, “Scopus sources”, “The promising developments of The National Academy of Sciences of Ukraine” were created and structured in the centralized ontology. A comparison of each tool to existing classic web-based analogue provided and described.

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Qian, Xiaoqing, and Z. T. Deng. Alliance for Computational Science Collaboration: HBCU Partnership at Alabama A&M University Continuing High Performance Computing Research and Education at AAMU. Office of Scientific and Technical Information (OSTI), 2009. http://dx.doi.org/10.2172/967143.

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