Relevant bibliographies by topics / Education of information science and epistemology

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Education of information science and epistemology'

Author: Grafiati
Published: 7 June 2025
Last updated: 2 August 2025

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Journal articles on the topic "Education of information science and epistemology"

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Ardashkin, I. B., D. N. Borovinskaya, and V. A. Surovtsev. "THE EPISTEMOLOGY OF SMART TECHNOLOGIES: IS SMART EPISTEMOLOGY DERIVED FROM SMART EDUCATION?" Education & Pedagogy Journal, no. 1(1) (July 6, 2021): 21–35. http://dx.doi.org/10.23951/2782-2575-2021-1-21-35.

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The paper deals with the impact of smart technologies on cognitive and educational activities and assesses the role of smart education in education and cognition from semiotics and epistemology. The authors of the article consider smart-technologies as modern information technologies of various profiles, developed mainly for the performance of the semiotic and epistemological functions of the person with its maximum possible replacement in different areas of life. The article notes that when evaluating smart technologies, some criteria are often overlooked, while the importance of others is ex
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Thomas, Andrew. "Sources and citizens: An essay in applied epistemology." Policy Futures in Education 18, no. 4 (2020): 531–44. http://dx.doi.org/10.1177/1478210320921722.

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How should pupils use the internet to learn? This essay sets up two modes of using online sources, reading for information and reading for evidence, and evaluates their value for schools. The former is well known; pupils decide whether the source is telling the truth or not. The latter is more familiar in advanced historical investigation, namely deciding what this source’s utterance means for the question in hand. One of these simply hands pupils information. The other requires them to understand what they are reading. It is argued that an education that only involves one of these cultivates
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Swanson, Troy. "Information Literacy, Personal Epistemology, and Knowledge Construction." College & Undergraduate Libraries 13, no. 3 (2006): 93–112. http://dx.doi.org/10.1300/j106v13n03_07.

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Thuong, Nguyen Le Thy, and I. Made Gami Sandi Untara. "Ancient Indian epistemology and modern cognitive science: Exploring vedic insights in contemporary thought processes." Dharmakirti : International Journal of Religion, Mind and Science 2, no. 1 (2024): 29–41. http://dx.doi.org/10.61511/ijroms.v2i1.2024.1257.

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Background: This article explores the connections between the concept of anviksiki in Hindu philosophy and theories in cognitive science, and how these principles can be applied in modern education. Anviksiki, which focuses on critical thinking and deep reflection, is considered to have strong relevance to cognitive science concepts such as information processing, perception, and decision-making. Methods: The method used in this research is literature study and comparative analysis, by reviewing various literatures that discuss Hindu philosophy and cognitive science in depth. The analysis show
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Utomo, Sigit Tri, and Nur Alfi Mu’anayah. "Epistemology of Islamic Education Al-Jabiri Perspective of the Conservative-Modernist-Neo Modernist Flow and Burhani-Bayani-Irfani." International Journal Ihya' 'Ulum al-Din 22, no. 2 (2020): 162. http://dx.doi.org/10.21580/ihya.22.2.5673.

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<em>This research is a qualitative study using a library approach, the object is the epistemology of Islamic education, conservative-modernist-neo-modernist and burhani-bayani-irfani. The data collection method in this research uses literature study. In this stage, the researcher tries to select data (books) in the epistemology of Islamic education, conservative-modernist-neo-modernist and burhani-bayani-irfani. In this writing, the analysis used with hermeneutics, namely the author explains that behind the text there is context meaning or behind the explicit meaning there is an explicit
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Strickland, Beth, and Emily Lawrence. "What's your epistemology?: Quiz design as a pedagogical tool in library & information science doctoral education." Proceedings of the Association for Information Science and Technology 52, no. 1 (2015): 1–3. http://dx.doi.org/10.1002/pra2.2015.145052010080.

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O'Hara, Ian. "Automated Epistemology: Bots, Computational Propaganda & Information Literacy Instruction." Journal of Academic Librarianship 48, no. 4 (2022): 102540. http://dx.doi.org/10.1016/j.acalib.2022.102540.

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Havlíček, J., J. Hron, and I. Tichá. "Knowledge based higher education." Agricultural Economics (Zemědělská ekonomika) 52, No. 3 (2012): 107–16. http://dx.doi.org/10.17221/5002-agricecon.

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While data and/or information based education was built on pedagogic, psychology, philosophy of science and didactic disciplines, the new dimension of knowledge based education will involve new disciplines such as Knowledge Management, Epistemology, Systems Theory, Artificial Knowledge Management Systems, Value Theory and Theory of Measurement. It is often assumed that data, information and knowledge are depicted as a pyramid. The data, the most plentiful type, are at the bottom, information, produced from data, is above it and knowledge, produced from information through the hard work of refi
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Piloiu, Rares G. "Rethinking the concept of "information literacy": a German perspective." Journal of Information Literacy 10, no. 2 (2016): 78. http://dx.doi.org/10.11645/10.2.2126.

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The purpose of this article is to draw attention to the original and diverse approaches to the concept of information literacy in the German academic world. Unlike the American notion of information literacy, whose pedagogy, methodology and conceptualization follow guidelines set forth by powerful professional organisations such as ACRL (Association of College and Research Libraries) and ALA (American Library Association), the German notion of information literacy is still negotiated on an interdisciplinary market of ideas ranging from communication science to didactics and from cultural anthr
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Makulin, Artem V., and Мoris А. Mirelli. "Global Vectors of Soft Power in Science and Education: Socio-Epistemological Aspects." Vestnik of Northern (Arctic) Federal University. Series Humanitarian and Social Sciences, no. 4 (August 26, 2023): 92–103. http://dx.doi.org/10.37482/2687-1505-v272.

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This article examines the socio-epistemological functions of science, the scientific community and the education system as the most important elements of soft power. A socio-philosophical interpretation of the concept of soft power through the prism of social epistemology is provided. Further, the author identifies the fundamental structural and functional features of this phenomenon, originating from the modern specifics of civilizational interaction, based on the agenda of globalization and on the making of the information society. The results of the study revealed methodological difficultie
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Dissertations / Theses on the topic "Education of information science and epistemology"

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Coccaro-Pons, Jennifer. "A Mixed Method Study of Prospective Teachers' Epistemic Beliefs and Web Evaluation Strategies Concerning Hoax Websites." FIU Digital Commons, 2018. https://digitalcommons.fiu.edu/etd/3911.

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Teachers need to be equipped with the tools necessary to evaluate content on the Internet and determine if it is a credible source, or a hoax website since they are expected to instruct and prepare students on how to evaluate the sites which is now a relevant phenomenon. The purpose of the mixed‑method study was to obtain an understanding of the web evaluation strategies of prospective teachers regarding the evaluation of hoax websites and how their epistemic beliefs may influence their evaluation. Another aspect of this study was to find out what outcomes resulted from providing guidance, or
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Vieira, Aldo Freitas. "Ensino de cálculo diferencial e integral: das técnicas ao humans-with-media." Universidade de São Paulo, 2013. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-06062013-102222/.

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As dificuldades epistemológicas e metodológicas do ensino de Cálculo Diferencial e Integral em cursos do ensino superior presenciais, a rápida evolução tecnológica (tanto em hardwares como em softwares) e o avanço aparentemente irreversível do ensino a distância, constituíram uma grande motivação para este trabalho. Analisando as dificuldades na construção de significados no estudo do Cálculo como em Barufi (1999), sua natureza epistemológica em Rezende (2003), e metodologias usadas na Educação à Distância, apresentam-se as idéias da natureza artificial de Simon (1981), as tecnologias da intel
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Fox, Melodie J. "Gender as an 'interplay of rules'| Detecting epistemic interplay of medical and legal discourse with sex and gender classification in four editions of the Dewey Decimal Classification." Thesis, The University of Wisconsin - Milwaukee, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3712313.

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<p> When groups of people are represented in classification systems, potential exists for them to be structurally or linguistically subordinated, erased or otherwise misrepresented (Olson &amp; Schlegl, 2001). As Bowker &amp; Star (1999) have shown, the real-world application of classification to people can have legal, economic, medical, social, and educational consequences. The purpose of this research is to contribute to knowledge organization by showing how the epistemological stance underlying specific classificatory discourses interactively participates in the formation of concepts. The m
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Buttlar, Lois, and Mont Rosemary Du. "Library and Information Science Competencies Revisited." Association of Library and Information Science Education, 1996. http://hdl.handle.net/10150/105083.

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This study ascertains the attitudes of library school alumni regarding the value of including various competencies in an M.L.S. program in order to facilitate curriculum planning. A total of 736 alumni rated a list of fifty-five competencies. Twenty-five percent of alumni had been out of library school less than three years; 60 percent had been out less than ten years. The largest category of respondents is represented by public librarians (39 percent), followed by academic librarians (20 percent), school librarians (19 percent), special librarians (10 percent), and those in nonlibrary setting
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Majumder, Apurba Jyoti. "Role of Consortia on Library and Information Science Education." Allied Publisher, 2007. http://hdl.handle.net/10150/105227.

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The way and pace at which information is generated, organized and used is witnessed rapid strides in recent times. Hence, the discipline of LIS meant to manage and provide information service may not be taught effectively and practiced perfectly through a framed curriculum in the formal education steam alone. Driven by the market demands and user needs, the discipline is embracing other disciplines like computers, communication technology, cognition research etc. to continuously monitor and augment their skills to arrive at â pinpointed information from the delugeâ . Manual means of t
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Gxwati, Ntombizandile Irene. "The education management information system of the Free State Department of Education : a systems analysis." Thesis, Stellenbosch : University of Stellenbosch, 2011. http://hdl.handle.net/10019.1/6487.

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Thesis (MPhil (Information Science))--University of Stellenbosch, 2011.<br>ENGLISH ABSTRACT: Organizations depend on the availability of reliable and credible information to make informed decisions and to plan effectively. The Education Management Information System (EMIS) is used by all provincial education departments including the Free State Department of Education for collecting, verifying, analysing, storing and disseminating reliable and credible data for decision making and planning purposes. Through its efforts to improve information management, the Department of Basic Education i
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Lin, Chihfeng. "Library & Information Studies (LIS), Information & Communications (ICS), and to join the College of Information: To lead or to follow?" School of Communication & Information, Nanyang Technological University, 2006. http://hdl.handle.net/10150/105713.

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In accordance with social changes, Library Science (LS) schools have transformed themselves into Library and Information Studies (LIS) schools in the last decade. The first LIS school in Taiwan to take the lead into Information and Communications (IC) was the Department of Library and Information Studies in Shih-Hsin University. Curriculum reform has resulted in a broader range of jobs for students, leading to increased enrollment. A potential move to join the College of Information has become an issue among students and faculty members. This paper presents the results of a preliminary surve
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Kinard, Melissa Grass. "Orchestrating Student Discourse Opportunities and Listening for Conceptual Understandings in High School Science Classrooms." Digital Archive @ GSU, 2009. http://digitalarchive.gsu.edu/msit_diss/45.

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Scientific communities have established social mechanisms for proposing explanations, questioning evidence, and validating claims. Opportunities like these are often not a given in science classrooms (Vellom, Anderson, & Palincsar, 1993) even though the National Science Education Standards (NSES, 1996) state that a scientifically literate person should be able to “engage intelligently in public discourse and debate about important issues in science and technology” (National Research Council [NRC], 1996). Research further documents that students’ science conceptions undergo little modification
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Mussato, Gabriel Abreu. "Concepções epistemológicas de reportagens sobre ciência na mídia impressa brasileira e suas implicações no âmbito educacional." reponame:Repositório Institucional da UCS, 2013. https://repositorio.ucs.br/handle/11338/425.

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Esta dissertação de Mestrado tem como objetivo central produzir novas compreensões sobre o fenômeno epistemológico do discurso científico veiculado pela mídia impressa nacional e suas implicações na educação. Mais especificamente, consiste em um relatório de pesquisa realizada em duas etapas. Na primeira, faz-se uma análise das concepções epistemológicas subjacentes a reportagens sobre Física de três revistas brasileiras de generalidades: Época, Isto É! e Veja. Na segunda, faz-se uma avaliação de suas implicações no âmbito da educação científica, de modo geral, e no ensino de ciências, e
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English, Mackenzie Evan. "Exploring How Middle School Students' Epistemologies in Practice Change Across Time with Varying Content Areas And Knowledge Product Contexts." Wright State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=wright1404396002.

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Books on the topic "Education of information science and epistemology"

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Capurro, Rafael. Epistemology and information science. Royal Institute of Technology Library, 1985.

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1922-, Taylor C. A., ed. Science education and information transfer. Published for ICSU Press by Pergamon, 1987.

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Taylor, Roger S. Epistemology and science education: Understanding the evolution vs. intelligent design controversy. Routledge, 2010.

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Scaife, Jon. Information technology in science and technology education. Open University Press, 1993.

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Tariang, Bikika Laloo. Essays on library and information science education. Ess Ess Publications, 2012.

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Faure, Emil, Olena Danchenko, Maksym Bondarenko, Yurii Tryus, Constantine Bazilo, and Grygoriy Zaspa, eds. Information Technology for Education, Science, and Technics. Springer Nature Switzerland, 2023. http://dx.doi.org/10.1007/978-3-031-35467-0.

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Faure, Emil, Yurii Tryus, Tero Vartiainen, et al., eds. Information Technology for Education, Science, and Technics. Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-71804-5.

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Faure, Emil, Yurii Tryus, Tero Vartiainen, et al., eds. Information Technology for Education, Science, and Technics. Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-71801-4.

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Michael, Wise, and Advancement of Librarianship in the Third World Programme., eds. Education for librarianship and information science in Africa. International Academic Publishers, 2000.

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Michael, Wise, ed. Education for librarianship and information science in Africa. Uppsala University Press, 1999.

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Book chapters on the topic "Education of information science and epistemology"

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Buckland, Luke, and Clark Chinn. "Epistemology." In Encyclopedia of Science Education. Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-6165-0_256-2.

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Buckland, Luke, and Clark Chinn. "Epistemology." In Encyclopedia of Science Education. Springer Netherlands, 2015. http://dx.doi.org/10.1007/978-94-007-2150-0_256.

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Cini, Marcello. "Epistemology in Science Education." In Thinking Physics for Teaching. Springer US, 1995. http://dx.doi.org/10.1007/978-1-4615-1921-8_8.

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MacKenzie, Alison. "Postdigital Epistemology." In Encyclopedia of Postdigital Science and Education. Springer Nature Switzerland, 2023. http://dx.doi.org/10.1007/978-3-031-35469-4_9-1.

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Fuller, Steve. "Social Epistemology of Science." In Encyclopedia of Science Education. Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-6165-0_284-1.

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Fuller, Steve. "Social Epistemology of Science." In Encyclopedia of Science Education. Springer Netherlands, 2015. http://dx.doi.org/10.1007/978-94-007-2150-0_284.

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Kelly, Gregory J., Scott McDonald, and Per-Olof Wickman. "Science Learning and Epistemology." In Second International Handbook of Science Education. Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-1-4020-9041-7_20.

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MacKenzie, Alison. "Postdigital Epistemology of Ignorance." In Encyclopedia of Postdigital Science and Education. Springer Nature Switzerland, 2023. http://dx.doi.org/10.1007/978-3-031-35469-4_8-1.

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Sandoval, William A., and Kelli A. Millwood. "What Can Argumentation Tell Us About Epistemology?" In Argumentation in Science Education. Springer Netherlands, 2007. http://dx.doi.org/10.1007/978-1-4020-6670-2_4.

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Guantao, Jin, and Hua Guofan. "Information and Feedback in Epistemology." In Chinese Studies in the History and Philosophy of Science and Technology. Springer Netherlands, 1996. http://dx.doi.org/10.1007/978-94-015-8717-4_7.

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Conference papers on the topic "Education of information science and epistemology"

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Hadjerrouit, Said. "Didactics of ICT in Secondary Education: Conceptual Issues and Practical Perspectives." In InSITE 2009: Informing Science + IT Education Conference. Informing Science Institute, 2009. http://dx.doi.org/10.28945/3307.

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While there is a huge research literature on the field of ICT (Information and Communication Technology) as a tool in teaching and learning, there is much less research on the area of ICT as a subject or similar designations such as school informatics. As a result, there is a lack of theoretical grounding of the didactics of ICT and associated teaching and learning processes. One of the main reasons for the lack of theoretical underpinnings of the didactics of ICT is that there have been in the past and there persist even now strong disagreements and confusion about the nature of ICT as a scho
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Orozco, Mariana, Mieke Boon, and Arturo Susarrey Arce. "Action research on electrochemistry learning. Conceptual modelling intervention to promote disciplinary understanding, scientific inquiry, and reasoning." In SEFI 50th Annual conference of The European Society for Engineering Education. Universitat Politècnica de Catalunya, 2022. http://dx.doi.org/10.5821/conference-9788412322262.1246.

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Students in engineering-science programmes often struggle with theoretical concepts, while they tend to adopt a surface approach to learning. We suggest that this can be tackled by promoting a specific higher-order thinking skill (HOTS) that enables drawing connections between physical phenomena and theoretical concepts representing them. We designed an intervention to support students in achieving deep insight into electrochemical phenomena, while developing this HOTS. Such intervention aims to scaffold students’ learning and development by introducing conceptual modelling as an essential thi
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Zhang, Jingzhu, and Qiaohua Ren. "Neurophenomenology: A Perspective of Scientific Epistemology." In 2018 2nd International Conference on Management, Education and Social Science (ICMESS 2018). Atlantis Press, 2018. http://dx.doi.org/10.2991/icmess-18.2018.87.

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Fadaie, Gholamreza. "The Influence of Classification on World View and Epistemology." In InSITE 2008: Informing Science + IT Education Conference. Informing Science Institute, 2008. http://dx.doi.org/10.28945/3279.

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Worldview as a kind of man's look towards the world of reality has a severe influence on his classification of knowledge. In other words one may see in classification of knowledge the unity as well as plurality. This article deals with the fact that how classification takes place in man's epistemological process. Perception and epistemology are mentioned as the key points here. Philosophers are usually classifiers and their point of views forms the way they classify things and concepts. Relationship and how one looks at it in shaping the classification scheme is critical. The classifications w
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Froehlich, T. J. "The foundations of information science in social epistemology." In [1989] Proceedings of the Twenty-Second Annual Hawaii International Conference on System Sciences. Volume IV: Emerging Technologies and Applications Track. IEEE, 1989. http://dx.doi.org/10.1109/hicss.1989.48136.

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Richards, Jennifer, Luke Conlin, Ayush Gupta, and Andrew Elby. "Coupling epistemology and identity in explaining student interest in science." In 2012 PHYSICS EDUCATION RESEARCH CONFERENCE. AIP, 2013. http://dx.doi.org/10.1063/1.4789720.

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Ren, Qiaohua, and Jingzhu Zhang. "The Developing Approaches to Evolutionary Epistemology: An Historical Perspective." In 2017 3rd International Conference on Social Science and Higher Education. Atlantis Press, 2017. http://dx.doi.org/10.2991/icsshe-17.2017.96.

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Grabau, Larry. "International Secondary Science Education: Associations Among Science Epistemology, Science Enjoyment, School Climate, and Science Achievement." In 2021 AERA Annual Meeting. AERA, 2021. http://dx.doi.org/10.3102/1690241.

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Castelao-Lawless, Teresa. "Epistemology of Science, Science Literacy, and the Demarcation Criterion: The Nature of Science (NOS) and Informing Science (IS) in Context." In 2002 Informing Science + IT Education Conference. Informing Science Institute, 2002. http://dx.doi.org/10.28945/2457.

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The result of misunderstanding science by students is their inability as future citizens to impact science public policies. The solution argued last year included creating courses in science studies serving two purposes: destroy students’ stereotypical certainties about science and help them become “historical realists” in regard to scientific practices. But we also speculated that dismissing the myth of scientific objectivity and teaching the historical and sociological underpinnings of science might lead to turning students into epistemological relativists. We now have a solution to the soci
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Yu, Xiaohan. "An Empirical Statistical Research on Digital Reading of College Students Based on Marxism Epistemology." In 2022 3rd International Conference on Education, Knowledge and Information Management (ICEKIM). IEEE, 2022. http://dx.doi.org/10.1109/icekim55072.2022.00116.

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Reports on the topic "Education of information science and epistemology"

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Duraiappah, Anantha, N. M. Van Atteveldt, J. M. Buil, K. Singh, and R. Wu. Reimagining Education: The International Science and Evidence Based Education (ISEE) Assessment. UNESCO MGIEP, 2022. http://dx.doi.org/10.56383/jofk3902.

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The overall goal of the ISEE Assessment is to pool multi-disciplinary expertise on educational systems and reforms from a range of stakeholders in an open and inclusive manner, and to undertake a scientifically robust and evidence based assessment that can inform education policy-making at all levels and on all scales. Its aim is not to be policy prescriptive but to provide policy relevant information and recommendations to improve education systems and the way we organize learning in formal and non-formal settings. It is also meant to identify information gaps and priorities for future resear
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Tonn, B. E. Using the National Information Infrastructure for social science, education, and informed decision making. Office of Scientific and Technical Information (OSTI), 1994. http://dx.doi.org/10.2172/10116429.

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Shapovalov, Yevhenii B., Viktor B. Shapovalov, and Vladimir I. Zaselskiy. TODOS as digital science-support environment to provide STEM-education. [б. в.], 2019. http://dx.doi.org/10.31812/123456789/3250.

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The amount of scientific information has been growing exponentially. It became more complicated to process and systemize this amount of unstructured data. The approach to systematization of scientific information based on the ontological IT platform Transdisciplinary Ontological Dialogs of Object-Oriented Systems (TODOS) has many benefits. It has been proposed to select semantic characteristics of each work for their further introduction into the IT platform TODOS. An ontological graph with a ranking function for previous scientific research and for a system of selection of journals has been w
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Shapovalov, S. M., ed. Marine expedition research on R/V of the Ministry of Science and Higher Education of the Russian Federation in 2019. Shirshov Institute Publishing House, 2020. http://dx.doi.org/10.29006/0149-2019-0016.

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The volume contains brief information on sea expeditions carried out in 2019 on research vessels operated by organizations subordinate to the Ministry of Science and Higher Education of the Russian Federation. Information selected from preliminary reports from expedition leaders. The goals and objectives of the expeditions are included, the areas of work and the location of the sections and stations are shown, the scientific equipment used in the expeditions is listed, and the main results of the expeditions are given.
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Hernández-López, Luis Pablo, Miriam Romero-López, and Guillermo García-Quirante. Humor and social competence in High School and University education: a systematic review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, 2021. http://dx.doi.org/10.37766/inplasy2021.11.0033.

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Review question / Objective: Research question: What type of relationship exists between the use of humor and social competence, or any of their respective components, in post-compulsory education students? The aim of this paper was to conduct a systematic theoretical review of the relationship between humor and social competence in post-compulsory education students. Information sources: Electronic bibliographic databases of Psychology, Biomedical and Multidisciplinary Sciences, as well as the ProQuest search platform and the SCOPUS and Web of Science meta-search engines. The electronic datab
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Pochtoviuk, Svitlana I., Tetiana A. Vakaliuk, and Andrey V. Pikilnyak. Possibilities of application of augmented reality in different branches of education. [б. в.], 2020. http://dx.doi.org/10.31812/123456789/3756.

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Augmented reality has a great impact on the student in the presentation of educational material: objects of augmented reality affect the development of facial expressions, attention, stimulate thinking, and increase the level of understanding of information. Its implementation in various spheres has indisputable advantages: realism, clarity, application in many industries, information completeness and interactivity. That is why the study presents the possibilities of using augmented reality in the study of mathematics, anatomy, physics, chemistry, architecture, as well as in other fields. The
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Бакум, З. П., and В. В. Ткачук. Open Education Space: Computer-Aided Training of the Future Engineer-Teacher. Криворізький державний педагогічний університет, 2015. http://dx.doi.org/10.31812/0564/426.

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One of the challenges facing higher education is training of graduates for professional activity in the information society. The solution of this problem is connected with students’ competence formation in the field of computer science, computer engineering and information and communication technology. Activation of the formation process of "engineer-teacher" profession requires solving the problem of computer-aided training of specialists in the field of engineering and pedagogy, taking into account global experience, as well as issues of training specialists, that are common to the national
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Datta, Sayantan, Debomita Mukherjee, Prajwal Gaikwad, Shreya Sridhar, and Riya Parekh. No Space for Some Transgender, Gender Non-Conforming and Gender Non-Binary Persons’ Access to Science Higher Education in India. Indian Institute for Human Settlements, 2023. http://dx.doi.org/10.24943/tesf0806.2023.

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This project undertakes a large-scale quantitative and qualitative investigation into the lived experiences of transgender, gender non-conforming and gender non-binary persons in the Indian science ecosystem. Towards this goal, the study uses four key research methods: (a) applications under the Right to Information Act, 2005 to investigate the status of implementation of the legislative, judicial and policy documents that govern the access of transgender, gender non-conforming and gender non-binary persons to the Indian science ecosystem; (b) a policyscape approach to policy analysis to under
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Striuk, Andrii M., and Serhiy O. Semerikov. The Dawn of Software Engineering Education. [б. в.], 2020. http://dx.doi.org/10.31812/123456789/3671.

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Designing a mobile-oriented environment for professional and practical training requires determining the stable (fundamental) and mobile (technological) components of its content and determining the appropriate model for specialist training. In order to determine the ratio of fundamental and technological in the content of software engineers’ training, a retrospective analysis of the first model of training software engineers developed in the early 1970s was carried out and its compliance with the current state of software engineering development as a field of knowledge and a new the standard
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Shapovalov, Viktor B., Yevhenii B. Shapovalov, Zhanna I. Bilyk, Artem I. Atamas, Roman A. Tarasenko, and Vitaliy V. Tron. Centralized information web-oriented educational environment of Ukraine. [б. в.], 2019. http://dx.doi.org/10.31812/123456789/3251.

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The modern development of science and technology has provided high quantity of information. This information must be systemized and classified. For taxonomization of educational materials, it was proposed to use existing graph-generators and graph-visualizers of the TODOS IT platform. A separate aspect of the TODOS IT platform is the possibility of using a centralized web-oriented learning environment. Creation of the system and transdisciplinary knowledge is a problem of modern education, which can be solved by creating a centralized web-oriented educational environment. Using this approach i
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