| |  | Bloom, Paul | Thinking Through Language read moreAbstract: Sorry no abstract available for this article | 2001 |
| | | Nickols, Fred | The Knowledge In Knowledge Management read moreAbstract: Sorry no abstract available for this article | 2000 |
| | | Lehrer, Keith | Theory of Knowledge (Lehrer) read moreAbstract: Sorry no abstract available for this article | 2000 |
| | | McCormick, Robert | Conceptual and Procedural Knowledge read moreAbstract: The ideas that underlie the title of this chapter have been part of a familiar debate in education, namely that of the contrast of content and process. In both science and mathematics similar arguments have taken place, and these debates represent a healthy examination of, not only the aims of science and mathematics education, but the teaching and learning issues, and as such they reflect the relative maturity of these subject areas. Even in technology education, which is still in its infancy as a subject, echoes of these debates exist and there are contrasts of approaches to the balance of process and content across the world. The 'debate' in technology is evangelical in nature, with for example, proponents making claims for problem-solving approaches as a basis for teaching with few accounts and almost no empirical research of what actually happens in classrooms. There is insufficient consideration of the learning issues behind this, or other proposals, and it is timely to turn our attention to student learning. This article examines the nature of technological knowledge and what we know about learning related to it. The article argues that learning procedural and conceptual knowledge associated with technological activity poses challenges for both technology educators and those concerned with research on learning. | 1997 |
| | | CW, Choo | The Knowing Organization: How Organizations Use Information to Construct Meaning, Create Knowledge and Make Decisions read moreAbstract: An organization uses information strategically in three areas: to make sense of change in its environment; to create new knowledge for innovation; and to make decisions about courses of action. These apparently distinct processes are in fact complementary pieces of a larger canvas, and the information behaviors analyzed in each approach interweave into a richer explanation of information use in organizations. Through sensemaking, people in an organization give meaning to the events and actions of the organization. Through knowledge creation, the insights of individuals are converted into knowledge that can be used to design new products or improve performance. Finally, in decision making, understanding and knowledge are focused on the selection of and commitment to an appropriate course of action. By holistically managing its sensemaking, knowledge building and decision-making processes, the Knowing Organization will have the necessary understanding and knowledge to act wisely and decisively | 1996 |
| | | Mizzaro, Stefano M. | A Cognitive Analysis of Information Retrieval read moreAbstract: The lackness of a formal account is probably one of the most evident of the shortcomings of information retrieval : concepts like information, information need, and relevance are neither well understood nor formally defined. This paper sketches a cognitive framework that permits to analyze these three central concepts of the information retrieval scenario. The framework consists of concepts as cognitive agents acting in the world, knowledge states possessed by the cognitive agents, transitions among knowledge states, and inferences. On the basis of the framework, information is formally defined as a pair representing the difference between two knowledge states ; this definition permits to clarify the distinction among data, knowledge, and information and to discuss the subjectiveness of information. On this ground, the concept of information need is examined : it is defined, it is studied in the context of the interaction between an information retrieval system and a user, and the well known classification in verificative, conscious topical, and muddled needs is analyzed. On the basis of the above definitions of information and information need, relevance is formally defined, and some critical features of this concept are discussed. | 1996 |
| | | Henle, Robert J. | Theory of Knowledge (A Campion book) read moreAbstract: Sorry no abstract available for this article | 1983 |
| | | Trusted, Jennifer | An Introduction to the Philosophy of Knowledge read moreAbstract: Sorry no abstract available for this article | 1981 |
| | | Polanyi, Michael | Personal Knowledge: Towards a Post-Critical Philosophy read moreAbstract: Sorry no abstract available for this article | 1974 |
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