-
Kornmeier, M.: Wissenschaftstheorie und wissenschaftliches Arbeiten : eine Einführung für Wirtschaftswissenschaftler (2007)
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- Classification
- QB 300 Wirtschaftswissenschaften / Allgemeines. Methoden der Wirtschaftswissenschaften. Unterrichts- und Ausbildungsmethoden in den Wirtschaftswissenschaften, Wirtschaftspädagogik / Unterrichts- und Ausbildungsmethoden / Allgemeines
AK 20000 Allgemeines / Wissenschaftskunde und Wissenschaftsorganisation / Wissenschaftstheorie / Allgemeines
- RSWK
- Lehrbuch / Wirtschaftswissenschaften / Wissenschaftliches Arbeiten / Wissenschaftstheorie (GBV)
- RVK
- QB 300 Wirtschaftswissenschaften / Allgemeines. Methoden der Wirtschaftswissenschaften. Unterrichts- und Ausbildungsmethoden in den Wirtschaftswissenschaften, Wirtschaftspädagogik / Unterrichts- und Ausbildungsmethoden / Allgemeines
AK 20000 Allgemeines / Wissenschaftskunde und Wissenschaftsorganisation / Wissenschaftstheorie / Allgemeines
- Subject
- Lehrbuch / Wirtschaftswissenschaften / Wissenschaftliches Arbeiten / Wissenschaftstheorie (GBV)
-
Popper, K.R.: Logik der Forschung (1994)
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- Classification
- QB 100 Wirtschaftswissenschaften / Allgemeines. Methoden der Wirtschaftswissenschaften. Unterrichts- und Ausbildungsmethoden in den Wirtschaftswissenschaften, Wirtschaftspädagogik / Allgemeines / Reichweite und Methoden der Wirtschaftswissenschaften
- RVK
- QB 100 Wirtschaftswissenschaften / Allgemeines. Methoden der Wirtschaftswissenschaften. Unterrichts- und Ausbildungsmethoden in den Wirtschaftswissenschaften, Wirtschaftspädagogik / Allgemeines / Reichweite und Methoden der Wirtschaftswissenschaften
-
Breidbach, O.: Neue Wissensordnungen : wie aus Informationen und Nachrichten kulturelles Wissen entsteht (2008)
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- Abstract
- Anstelle von materiellen Dingen wird heute in unserer Gesellschaft vorwiegend Wissen produziert. Kultur als der Zusammenhang aller möglichen Interaktionen in einer menschlichen Gesellschaft fixiert und transformiert das historisch erwachsene Wissen, in dem sich diese Kultur etabliert. Wissen ist dabei auch nicht einfach die Summe der einzelnen Köpfe dieser Kultur, da diese ihr Wissen ja immer erst im Zusammenhang der Kultur, in der sie agieren, gewinnen und fixieren können. Was sind dann aber die Kriterien, an denen Wissen und Information zu bemessen sind, und inwieweit sind Wissen und Information dabei dann überhaupt voneinander abzugrenzen? Informationen sind zunächst einfach nur Mitteilungen oder Nachrichten. Solche Informationen sind, suche ich sie zu verwenden, dann aber auch zu bewerten, also auf den Gesamtkontext der schon verfügbaren Informationen zu beziehen. Diese Informationen werden demnach einander zugeordnet. Erst in dieser Ordnung entsteht Wissen. Schließlich werden in der Strukturierung der Informationen die Nachrichten zu den Teilen eines Ganzen, in dem sich ein Bild formiert, was mehr ist als die Summe seiner Teile. Der Autor untersucht die Bezugsrahmen, in denen Wissen entsteht. Dabei entdeckt er eine Art übergeordnete Instanz, die einzelne Daten zu bewerten erlaubt. Der Text berührt sowohl alte philosophische Traditionen wie auch - ausgehend von neurobiologischen Befunden - die mathematisch-technischen Funktionen einer modernen Wissenschaftskultur.
- BK
- 02.00 / Wissenschaft und Kultur allgemein: Allgemeines
- Classification
- NU 1500 Geschichte / Geschichte der Wissenschaften und des Unterrichtswesens / Geschichte der Wissenschaften / Allgemeines
02.00 / Wissenschaft und Kultur allgemein: Allgemeines
- Date
- 22. 7.2009 13:43:50
- RVK
- NU 1500 Geschichte / Geschichte der Wissenschaften und des Unterrichtswesens / Geschichte der Wissenschaften / Allgemeines
-
Chalmers, A.F.: Wege der Wissenschaft : Einführung in die Wissenschaftstheorie (2007)
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- Classification
- AK 20000 Allgemeines / Wissenschaftskunde und Wissenschaftsorganisation / Wissenschaftstheorie / Allgemeines
- Date
- 22. 5.2007 12:07:37
- RVK
- AK 20000 Allgemeines / Wissenschaftskunde und Wissenschaftsorganisation / Wissenschaftstheorie / Allgemeines
-
Mittelstraß, J.: ¬Der Flug der Eule : Von der Vernunft der Wissenschaft und der Aufgabe der Philosophie (1997)
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- BK
- 08.30 / Systematische Philosophie: Allgemeines
- Classification
- 08.30 / Systematische Philosophie: Allgemeines
-
Henderson, L.; Tallman, J.I.: Stimulated recall and mental models : tools for teaching and learning computer information literacy (2006)
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- Footnote
- The release of Stimulated Recall and Mental Models, therefore, could not have been timelier. It describes an empirical qualitative, case study research conducted by authors Lyn Henderson and Julie Tallman in which they studied the mental models of school librarians teaching K-12 students how to use electronic databases. In this research, funded by the Spencer Foundation, Henderson and Tallman studied and analyzed the mental models of their subjects, six American and four Australian school librarians, as they went about the task of teaching students one-on-one how to access and retrieve the information they needed for class assignments from electronic databases. Each librarian and student underwent a structured pre-lesson interview to ascertain their mental models (the sum of their prior learning and experiences) regarding the upcoming lesson. The lesson followed immediately and was carefully video- and audio-recorded, with the full knowledge of the librarian and her student. After the lessons, both student and librarian were interviewed with the intent of learning what each were thinking and feeling at specific points during the lesson, using the recordings as memory joggers. After the first librarian-pupil session, the student was freed but the librarian was re-studied tutoring a second learner. Again, the teacher and new student were preinterviewed, their lesson was recorded, and they were debriefed using the recordings for stimulated recall. It is important to note here the use of the recordings to create stimulated recall. Though considered a dubious practice by many respected researchers, Henderson and Tallman expend considerable time and effort in this book trying to establish the credibility of stimulated recall as a valid research tool. I find it interesting that the authors report that their realization of the value of stimulated recall was a collateral benefit of their study; they claim the original objective of their research was to analyze and compare the pre- and post-lesson mental models of the teacher-librarians (p.15). Apparently, this realization provided the inspiration for this book (pp. I & 208). Hence, its place of importance in the book's title.
-
Kanitscheider, B.: Im Innern der Natur : Philosophie und moderne Physik (1996)
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- Date
- 31.12.1996 19:29:41
-
Boerner, K.: Atlas of science : visualizing what we know (2010)
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- Date
- 22. 1.2017 17:12:16
