Review of crystallographic databases for educating future specialists in nanomaterials science in asynchronous learning environments

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dc.contributor.authorKovachov, Serhiien
dc.contributor.authorKryvylova, Olenaen
dc.contributor.authorPopova, Anastasiaen
dc.contributor.authorSuchikova, Yanaen
dc.date.accessioned2024-10-23T07:03:14Z
dc.date.available2024-10-23T07:03:14Z
dc.date.issued2024
dc.description.abstractThis article explores crystallographic databases as transformative resources for nanomaterials science education, focusing on Ukraine's unique challenges and opportunities. Amidst an evolving educational landscape that increasingly demands flexibility and resilience, this study underscores digital tools' critical role in facilitating synchronous and asynchronous learning formats. By meticulously analyzing four prominent crystallographic databases—The Cambridge Crystallographic Data Centre, the Crystallography Open Database, the Inorganic Crystal Structure Database, and the Materials Project—the research offers a comprehensive evaluation based on several critical criteria: accessibility and user interface, richness, and relevance of content, potential for integration into educational programs, support for research and innovation, and considerations regarding costs and licensing. Through these criteria, the article presents an insightful comparative analysis, revealing each database's strengths and areas for improvement in supporting educational endeavors in nanomaterials science. A focal point of the study is a task example crafted using the Materials Project database, aimed at illustrating the practical application of these resources in an asynchronous learning context. This example serves as a guide for educators seeking to incorporate digital tools into their curriculum and as a model for engaging students in hands-on, exploratory learning. The culmination of this research is a discussion that accentuates the pressing need for developing adaptable educational formats in Ukraine, highlighting a significant gap in specialized training methods for aspiring nanomaterials scientists. The article concludes with strategic recommendations for the effective use of crystallographic databases in educational settings, advocating for their integration as a means to enrich nanomaterials science education. In doing so, it posits that such digital resources are indispensable in equipping future specialists with the knowledge and skills necessary for innovation, thereby contributing to Ukraine's technological progress and competitiveness in the global arena.en
dc.identifier.citationReview of crystallographic databases for educating future specialists in nanomaterials science in asynchronous learning environments / Serhii Kovachov, Olena Kryvylova, Anastasia Popova, Yana Suchikova // Наукові записки Бердянського державного педагогічного університету. Серія: Педагогічні науки : зб. наук. пр. – Бердянськ : БДПУ, 2024. – Вип. 1. – С. 171-188en
dc.identifier.issn2412-9208
dc.identifier.urihttps://dspace.bdpu.org.ua/handle/123456789/4066
dc.language.isoenen
dc.publisherBerdyansk State Pedagogical Universityen
dc.relation.ispartofseriesPedagogical sciences; 1en
dc.subjectnanomaterials science educationen
dc.subjectcrystallographic databasesen
dc.subjectasynchronous learningen
dc.subjectsynchronous learningen
dc.subjectdigital education toolsen
dc.subjectUkraineen
dc.subjecteducational technologyen
dc.subjectMaterials Projecten
dc.subjectCCDCen
dc.subjectCODen
dc.subjectICSDen
dc.titleReview of crystallographic databases for educating future specialists in nanomaterials science in asynchronous learning environmentsen
dc.typeArticleen
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Випуск 1 (2024)