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1. Introduction to Focus Section: Computational Perspectives in the History of Science

   Gibson, Abraham; Laubichler, Manfred; Maienschein, Jane (September 2019, Isis)

   Digital technologies have transformed both the historical record and the historical profession. This Focus section examines how computational methods have influenced, and will influence, the history of science. The essays discuss the new types of questions and narratives that computational methods enable, and the need for better data management in the HPS community. They showcase various methodological approaches, including textual and network analyses, and they place the computational turn in historiographical and societal context. Rather than surrender to technophilia or technophobia, the essays articulate both the benefits and the drawbacks of computational HPS. They agree that the future of the field depends on the successful integration of technological developments, social practices, and infrastructural support, and that historians of science must learn to embrace collaboration both within and beyond disciplinary boundaries. 

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2. Building Trust in Earth Science Findings through Data Traceability and Results Explainability

   https://doi.org/10.1109/TPDS.2022.3220539  

   Olaya, Paula; Kennedy, Dominic; Llamas, Ricardo; Valera, Leobardo; Vargas, Rodrigo; Lofstead, Jay; Taufer, Michela (January 2022, IEEE Transactions on Parallel and Distributed Systems)

   To trust findings in computational science, scientists need workflows that trace the data provenance and support results explainability. As workflows become more complex, tracing data provenance and explaining results become harder to achieve. In this paper, we propose a computational environment that automatically creates a workflow execution’s record trail and invisibly attaches it to the workflow’s output, enabling data traceability and results explainability. Our solution transforms existing container technology, includes tools for automatically annotating provenance metadata, and allows effective movement of data and metadata across the workflow execution. We demonstrate the capabilities of our environment with the study of SOMOSPIE, an earth science workflow. Through a suite of machine learning modeling techniques, this workflow predicts soil moisture values from the 27 km resolution satellite data down to higher resolutions necessary for policy making and precision agriculture. By running the workflow in our environment, we can identify the causes of different accuracy measurements for predicted soil moisture values in different resolutions of the input data and link different results to different machine learning methods used during the soil moisture downscaling, all without requiring scientists to know aspects of workflow design and implementation. 

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3. History Can Be Open Source: Democratic Dreams and the Rise of Digital History

   https://doi.org/10.1093/ahr/rhab534  

   Locke, Joseph L.; Wright, Ben (December 2021, The American Historical Review)

   Abstract In an ongoing commitment to experimentation, the AHR invited an “open peer review” of a submitted manuscript, “History Can Be Open Source: Democratic Dreams and the Rise of Digital History,” by Joseph L. Locke (University of Houston–Victoria) and Ben Wright (University of Texas at Dallas). Given that Locke and Wright argued for the coexistence of transparency alongside formal academic peer review, subjecting their submission to an open review made sense. The peer review process itself tested the propositions about the democratization of scholarship they put forth in their submission. Their article appears in a new section of the AHR, “Writing History in a Digital Age,” overseen by consulting editor Lara Putnam (https://ahropenreview.com/). The maturation of digital history has propelled historians’ embrace of open educational resources. But, this article argues, open access licensing is not enough. Digital history’s earliest practitioners promised not just more accessible digital materials, but a broader democratization of history itself. This article therefore moves beyond questions of technological innovation and digital access in the rise of digital history to engage more fundamental and intractable questions about inequality, community, and participatory historical inquiry. 

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4. Board 231: Contextualizing Engineering Science Courses by Teaching History and Judgement

   Bell, Martell C; Johnson, Aaron W; Vitali, Rachel (June 2024, American Society for Engineering Education)

   Engineering programs have long struggled with balancing curricula that are rigorous enough to prepare graduates to be capable practitioners and educational experiences that are engaging enough to retain undergraduate students. Over the past 60 years, data collected from a variety of institutions across the United States capture an alarming trend – only about half of students who start in an engineering program will actually graduate with an engineering degree. Several studies found that the first-year engineering curricula, which traditionally consist of physics, chemistry, and mathematics courses, are ineffective in motivating students to persist in a program. Many students who leave after their first or second year explain that they came to dislike engineering or lost interest in the profession altogether. Together, these findings suggest a mismatch between what incoming students think engineering is and what message they receive during their first two years of a program. To address retention issues in the first year of an engineering program, many institutions now employ a first-year design experience intended to expose students early on to the true nature of engineering [4]. However, the engineering science courses that occupy a significant proportion of the middle two years of a program still most often utilize traditional lecture-based pedagogy and simplified close-ended textbook problems, which do not typically allow students to make the connection between these classes and the engineering design process or the engineering profession. These types of closed-ended problems also do not provide students with the opportunity to engage in the kind of decision-making that leads to developing sound engineering judgement. Recent work developing and studying the effects of open- ended modeling problems define an opportunity to provide students with challenging problems that simultaneously reinforce their understanding of course material and expose them to the realities of engineering practice. This NSF-funded work proposes introducing two different pedagogies into a Mechanical Engineering program at the University of Iowa. The first pedagogy is designed to provide a more holistic contextualization of engineering practice by introducing students to the history of the profession. The second instructional technique is intended to provide students with context for how engineering science concepts are implemented in authentic engineering practice and how engineering judgement is essential in that implementation. This work will aim to understand how historical and/or technical contextualization of what it means to practice engineering can influence the intentions of students, particularly those identifying as underrepresented minorities and women, to persist in a discipline that historically struggles to retain them. With this understanding, changes can be made to undergraduate engineering education to better retain students. 

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5. Designing Our Digital Past: Anchoring Digital-History Tool Development in the Historical Method Through Design-Based History Research

   Craig, Kalani; Danish, Joshua (February 2026, Journal of Digital History)

   Many of the tools digital humanists use have come from a variety of disciplines outside of history. As a consequence, many digital-history methods sections focus on how a tool developed by non-historians might support, or need to be adapted for, particular historical questions. Few digital tools have been developed by and for historians with a specific eye to the methodological and theoretical explorations of design principles that are necessary to anchor digital-history-specific tool development in historiographic practices. This article introduces Design-Based History Research (DBHR) as a methodological bridge between the practices of digital-history tool design, the use of digital methods to create historical argumentation, and social-science-inspired methodological innovation. Design-Based Research (DBR) is an educational-research approach to studying learning theory that supports theory building by integrating theory into the design of new tools and environments, in a manner that allows the designers to rigorously study the theory, and the relationship between the theory and the tools that embody it (Puntambekar 2018; Sandoval 2013). In practice, this means that DBR focused on software design incorporates theoretically motivated decisions about user interface features, user activities, and data-structure choices into an initial tool/software-package design and then studies the design package in use as a way of iteratively refining the theoretical principles in each of the tool’s design phases. DBHR is an adaptation of the DBR approach, with a theoretical approach grounded in the unique needs of historians and historiographic practices. We aim to illustrate DBHR by describing the design and use of Net.Create, a user-focused network-analysis tool that prioritizes historiographic practices (evidence interpretation, citation preservation, and historiographic debate) in its feature development and user-interface choices (Craig & Danish 2018). We document how the needs of digital historians shaped the current design of Net.Create, explore the connections between specific tool features and their operation, and delineate how those tool features support the digital-history needs we identified. As part of this iterative-design process, we will also address some of the human-computer-interaction observations, user-entered network data, and qualitative-network-analysis approaches that shaped each stage of our feature development around digital history practices. Our DBHR process ultimately led us to prioritize the development of three features that support and encourage sustained historiographic debate at each phase of a network-analysis digital-history project: 1. simultaneous entry and visualization of capta, data that is gathered and contested rather than downloaded or received, in order to support and encourage historiographic debate during the data-gathering phase and prior to a formal analysis phase 2. easy-to-use revision of network taxonomy and network data, to support interpretation, reinterpretation and re-input of evidence and data by many collaborators simultaneously, synchronously or asynchronously, during the initial analysis phase 3. data provenance features that expose the researchers’ positionality and preserve the original citations for each network datapoint, to support the integration of close-reading analytical practices both by the research team and by other historians after the communication of results to a public audience By documenting the historiographic roots of each of these features, we hope to offer a systematic articulation of digital history tool design not simply as software development but as a pathway to the concurrent and intertwined development of historical theory, digital-history tools, and collaborative historical methods. 

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