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How do scientists develop and use scientific software?

Hannay, Jo Erskine; Langtangen, Hans Petter; MacLeod, Carolyn; Pfahl, Dietmar LU ; Singer, Janice and Wilson, Greg (2009) ICSE Workshop on Software Engineering for Computational Science and Engineering, SECSE 2009 In [Host publication title missing] p.1-8
Abstract
New knowledge in science and engineering relies increasingly on results produced by scientific software. Therefore, knowing how scientists develop and use software in their research is critical to assessing the necessity for improving current development practices and to making decisions about the future allocation of resources. To that end, this paper presents the results of a survey conducted online in October-December 2008 which received almost 2000 responses. Our main conclusions are that (1) the knowledge required to develop and use scientific software is primarily acquired from peers and through self-study, rather than from formal education and training; (2) the number of scientists using supercomputers is small compared to the... (More)
New knowledge in science and engineering relies increasingly on results produced by scientific software. Therefore, knowing how scientists develop and use software in their research is critical to assessing the necessity for improving current development practices and to making decisions about the future allocation of resources. To that end, this paper presents the results of a survey conducted online in October-December 2008 which received almost 2000 responses. Our main conclusions are that (1) the knowledge required to develop and use scientific software is primarily acquired from peers and through self-study, rather than from formal education and training; (2) the number of scientists using supercomputers is small compared to the number using desktop or intermediate computers; (3) most scientists rely primarily on software with a large user base; (4) while many scientists believe that software testing is important, a smaller number believe they have sufficient understanding about testing concepts; and (5) that there is a tendency for scientists to rank standard software engineering concepts higher if they work in large software development projects and teams, but that there is no uniform trend of association between rank of importance of software engineering concepts and project/team size. © 2009 IEEE. (Less)
Please use this url to cite or link to this publication:
author
publishing date
type
Chapter in Book/Report/Conference proceeding
publication status
published
subject
keywords
Standardization, Software testing, Resource allocation, Formal education, Engineering concepts, Science and engineering, Making decision, Scientific softwares, Software development projects, Standard software, Computer science, Supercomputers, Computer software selection and evaluation, Knowledge engineering, Engineering, Formal methods
in
[Host publication title missing]
pages
1 - 8
publisher
IEEE--Institute of Electrical and Electronics Engineers Inc.
conference name
ICSE Workshop on Software Engineering for Computational Science and Engineering, SECSE 2009
external identifiers
  • Scopus:70349904776
ISBN
9781424437375
DOI
10.1109/SECSE.2009.5069155
language
English
LU publication?
no
id
c9ba5601-eb79-4728-811c-2d3183e85a26 (old id 1662724)
date added to LUP
2010-09-06 10:05:46
date last changed
2016-11-27 04:33:13
@misc{c9ba5601-eb79-4728-811c-2d3183e85a26,
  abstract     = {New knowledge in science and engineering relies increasingly on results produced by scientific software. Therefore, knowing how scientists develop and use software in their research is critical to assessing the necessity for improving current development practices and to making decisions about the future allocation of resources. To that end, this paper presents the results of a survey conducted online in October-December 2008 which received almost 2000 responses. Our main conclusions are that (1) the knowledge required to develop and use scientific software is primarily acquired from peers and through self-study, rather than from formal education and training; (2) the number of scientists using supercomputers is small compared to the number using desktop or intermediate computers; (3) most scientists rely primarily on software with a large user base; (4) while many scientists believe that software testing is important, a smaller number believe they have sufficient understanding about testing concepts; and (5) that there is a tendency for scientists to rank standard software engineering concepts higher if they work in large software development projects and teams, but that there is no uniform trend of association between rank of importance of software engineering concepts and project/team size. © 2009 IEEE.},
  author       = {Hannay, Jo Erskine and Langtangen, Hans Petter and MacLeod, Carolyn and Pfahl, Dietmar and Singer, Janice and Wilson, Greg},
  isbn         = {9781424437375},
  keyword      = {Standardization,Software testing,Resource allocation,Formal education,Engineering concepts,Science and engineering,Making decision,Scientific softwares,Software development projects,Standard software,Computer science,Supercomputers,Computer software selection and evaluation,Knowledge engineering,Engineering,Formal methods},
  language     = {eng},
  pages        = {1--8},
  publisher    = {ARRAY(0x9da1d98)},
  series       = {[Host publication title missing]},
  title        = {How do scientists develop and use scientific software?},
  url          = {http://dx.doi.org/10.1109/SECSE.2009.5069155},
  year         = {2009},
}