Search (3 results, page 1 of 1)

0.03356256 = product of:
  0.15103151 = sum of:
    0.03982223 = weight(_text_:study in 803) [ClassicSimilarity], result of:
      0.03982223 = score(doc=803,freq=4.0), product of:
        0.13064213 = queryWeight, product of:
          3.2514048 = idf(docFreq=4653, maxDocs=44218)
          0.04018021 = queryNorm
        0.3048192 = fieldWeight in 803, product of:
          2.0 = tf(freq=4.0), with freq of:
            4.0 = termFreq=4.0
          3.2514048 = idf(docFreq=4653, maxDocs=44218)
          0.046875 = fieldNorm(doc=803)
    0.11120928 = weight(_text_:teaching in 803) [ClassicSimilarity], result of:
      0.11120928 = score(doc=803,freq=4.0), product of:
        0.21831872 = queryWeight, product of:
          5.433489 = idf(docFreq=524, maxDocs=44218)
          0.04018021 = queryNorm
        0.5093896 = fieldWeight in 803, product of:
          2.0 = tf(freq=4.0), with freq of:
            4.0 = termFreq=4.0
          5.433489 = idf(docFreq=524, maxDocs=44218)
          0.046875 = fieldNorm(doc=803)
  0.22222222 = coord(2/9)

LCSH

Culture / Study and teaching

Subject

Culture / Study and teaching

0.03164308 = product of:
  0.14239387 = sum of:
    0.037544757 = weight(_text_:study in 6929) [ClassicSimilarity], result of:
      0.037544757 = score(doc=6929,freq=2.0), product of:
        0.13064213 = queryWeight, product of:
          3.2514048 = idf(docFreq=4653, maxDocs=44218)
          0.04018021 = queryNorm
        0.2873863 = fieldWeight in 6929, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          3.2514048 = idf(docFreq=4653, maxDocs=44218)
          0.0625 = fieldNorm(doc=6929)
    0.104849115 = weight(_text_:teaching in 6929) [ClassicSimilarity], result of:
      0.104849115 = score(doc=6929,freq=2.0), product of:
        0.21831872 = queryWeight, product of:
          5.433489 = idf(docFreq=524, maxDocs=44218)
          0.04018021 = queryNorm
        0.4802571 = fieldWeight in 6929, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          5.433489 = idf(docFreq=524, maxDocs=44218)
          0.0625 = fieldNorm(doc=6929)
  0.22222222 = coord(2/9)

Abstract

Classic classification schemes are uni-dimensional, with few exceptions. One of the challenges of distance education and new learning strategies is that the proliferation of course work defies the traditional categorization. The rigidity of most present classification schemes does not mesh well with the burgeoning fluidity of the academic environment. One solution is a return to a largely forgotten area of study - classification theory. Some suggestions for exploration are nonmonotonic logic systems, neural network models, and non-library models.

Footnote

Beitrag eines Themenheftes "Cataloging and classification: trends, transformations, teaching, and training."

0.023169562 = product of:
  0.06950869 = sum of:
    0.005804225 = weight(_text_:information in 325) [ClassicSimilarity], result of:
      0.005804225 = score(doc=325,freq=4.0), product of:
        0.07053547 = queryWeight, product of:
          1.7554779 = idf(docFreq=20772, maxDocs=44218)
          0.04018021 = queryNorm
        0.08228803 = fieldWeight in 325, product of:
          2.0 = tf(freq=4.0), with freq of:
            4.0 = termFreq=4.0
          1.7554779 = idf(docFreq=20772, maxDocs=44218)
          0.0234375 = fieldNorm(doc=325)
    0.024386037 = weight(_text_:study in 325) [ClassicSimilarity], result of:
      0.024386037 = score(doc=325,freq=6.0), product of:
        0.13064213 = queryWeight, product of:
          3.2514048 = idf(docFreq=4653, maxDocs=44218)
          0.04018021 = queryNorm
        0.18666288 = fieldWeight in 325, product of:
          2.4494898 = tf(freq=6.0), with freq of:
            6.0 = termFreq=6.0
          3.2514048 = idf(docFreq=4653, maxDocs=44218)
          0.0234375 = fieldNorm(doc=325)
    0.03931842 = weight(_text_:teaching in 325) [ClassicSimilarity], result of:
      0.03931842 = score(doc=325,freq=2.0), product of:
        0.21831872 = queryWeight, product of:
          5.433489 = idf(docFreq=524, maxDocs=44218)
          0.04018021 = queryNorm
        0.18009642 = fieldWeight in 325, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          5.433489 = idf(docFreq=524, maxDocs=44218)
          0.0234375 = fieldNorm(doc=325)
  0.33333334 = coord(3/9)

Abstract

Classification is the essential first step in science. The study of science, as well as the practice of science, will thus benefit from a detailed classification of different types of science. In this book, science - defined broadly to include the social sciences and humanities - is first unpacked into its constituent elements: the phenomena studied, the data used, the theories employed, the methods applied, and the practices of scientists. These five elements are then classified in turn. Notably, the classifications of both theory types and methods allow the key strengths and weaknesses of different theories and methods to be readily discerned and compared. Connections across classifications are explored: should certain theories or phenomena be investigated only with certain methods? What is the proper function and form of scientific paradigms? Are certain common errors and biases in scientific practice associated with particular phenomena, data, theories, or methods? The classifications point to several ways of improving both specialized and interdisciplinary research and teaching, and especially of enhancing communication across communities of scholars. The classifications also support a superior system of document classification that would allow searches by theory and method used as well as causal links investigated.

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. . . .
Despite its methodological flaws and lack of empirical foundation, the book could potentially bring new ideas to current discussions within the practices of curriculum development and knowledge management as weIl as design of information systems, an classification schemes as tools for knowledge sharing, decision-making and knowledge exploration. I hesitate to recommend the book to students, except to students at advanced levels of study, because of its biased presentation of the new ideas and its basis an secondary literature."

Series

Information Science & Knowledge Management ; 7