Search (4 results, page 1 of 1)

  • × author_ss:"Szostak, R."
  • × theme_ss:"Klassifikationstheorie: Elemente / Struktur"
  • × year_i:[2000 TO 2010}
  1. Szostak, R.: ¬A schema for unifying human science : interdisciplinary perspectives on culture (2003) 0.00 
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    Footnote
    Rez. in: KO 39(2012) no.4, S.300-303 (M.J. Fox) Vgl. auch: Szostak, R.: Speaking truth to power in classification: response to Fox's review of my work; KO 39:4, 300. In: Knowledge organization. 40(2013) no.1, S.76-77.
    Pages
    389 S
  2. Szostak, R.: Classification, interdisciplinarity, and the study of science (2008) 0.00 
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    Content
    Bezugnahme auf: Hjoerland, B., K.N. Pedersen: A substantive theory of classification for information retrieval. In: Journal of documentation. 61(2005) no.5, S.582-597. - Vgl. auch: Hjoerland, R.: Core classification theory: : a reply to Szostak. In: Journal of documentation. 64(2008) no.3, S.333 - 342.
    Source
    Journal of documentation. 64(2008) no.3, S.319-332
  3. Szostak, R.: Interdisciplinarity and the classification of scholarly documents by phenomena, theories and methods (2007) 0.00 
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    Pages
    S.470-477
  4. Szostak, R.: Classifying science : phenomena, data, theory, method, practice (2004) 0.00 
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    Footnote
    Rez. in: KO 32(2005) no.2, S.93-95 (H. Albrechtsen): "The book deals with mapping of the structures and contents of sciences, defined broadly to include the social sciences and the humanities. According to the author, the study of science, as well as the practice of science, could benefit from a detailed classification of different types of science. The book defines five universal constituents of the sciences: phenomena, data, theories, methods and practice. For each of these constituents, the author poses five questions, in the well-known 5W format: Who, What, Where, When, Why? - with the addition of the question How? (Szostak 2003). Two objectives of the author's endeavor stand out: 1) decision support for university curriculum development across disciplines and decision support for university students at advanced levels of education in selection of appropriate courses for their projects and to support cross-disciplinary inquiry for researchers and students; 2) decision support for researchers and students in scientific inquiry across disciplines, methods and theories. The main prospective audience of this book is university curriculum developers, university students and researchers, in that order of priority. The heart of the book is the chapters unfolding the author's ideas about how to classify phenomena and data, theory, method and practice, by use of the 5W inquiry model. . . .
    Weitere Rez. in: JASIST 57(2006) no.14, S.1977-1978 (Y. Su); KO 39(2012) no.4, S.300-303 (M.J. Fox)
    Pages
    286 S

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