4 edition of The Nature of technological knowledge found in the catalog.
by D. Reidel Pub. Co., Sold and distributed in the U.S.A. and Canada by Kluwer Academic Publishers in Dordrecht [Holland], Boston, Hingham, MA
Written in English
|Statement||edited by Rachel Laudan.|
|Series||Sociology of the sciences monographs|
|Contributions||Laudan, Rachel, 1944-, University of Pittsburgh. Center for Philosophy of Science.|
|LC Classifications||T14 .N37 1984|
|The Physical Object|
|Pagination||vii, 145 p. ;|
|Number of Pages||145|
|LC Control Number||83024642|
While incorporating the categories of knowledge identified by Vincenti (), Frey () calls attention to different levels of technological knowledge, and observes that "the amount of discursive knowledge increases as the complexity of technological knowledge increases" (p. 29). Artisan, or craft skills constitute the lowest level, and are. Technology knowledge (T or TK) is knowledge about standard technologies such as books and chalk and blackboard, as well as more advanced technologies such as the Internet and. 4 digital video. This would involve the skills required to operate particular technologies. the nature of the target audience; and strategies for evaluating student.
and knowledge through education and training increases his/her human capital. Technology. encompasses the current set of production techniques used to design, make, package, and deliver goods and services in the economy. So technology is the application of selected parts of the know ledge stock to production activity. History of technology, the development over time of systematic techniques for making and doing term technology, a combination of the Greek technē, “art, craft,” with logos, “word, speech,” meant in Greece a discourse on the arts, both fine and it first appeared in English in the 17th century, it was used to mean a discussion of the applied arts only, and.
This book provides a broad overview of these issues and seeks to shed light on such areas as the changing nature of international competition, influences of new technologies on international trade, and economic and social concerns arising from differences in national cultures and standards of living associated with adoption and use of new. Technological content knowledge (TCK): Technological content knowl-edge refers to the knowledge of how technology can create new represen-tations for specific content. It suggests that teachers understand that, by using a specific technology, they can change the way learners practice and understand concepts in a specific content area. 6.
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In book: Handbook of Philosophy of Technology and Engineering Sciences, Chapter: 13, Publisher: Elsevier, Editors: A.W.M. Meijers, pp treat the nature of technological knowledge as a. Technological knowledge is not even a minor theme in journals that cover epistemological and methodological issues.
The handful of papers that have been published on the topic reverse Stau-denmaier's prediction: they typically address the science-technology relation and treat the nature of technological knowledge as a side by: This paper gives an overview of various attempts to spell out how technological knowledge is 'of a different nature' than scientific knowledge.
I argue that all such attempts to place technological knowledge into an epistemic category of its. The nature of technological knowledge. In Meijers AWM, editor, Philosophy of Technology and Engineering Sciences.
In Meijers AWM, editor, Philosophy of Technology and Engineering Sciences. Amsterdam: Elsevier. Brian Arthur is one of the most insightful thinkers about the nature of technology and business, and this book adds to his reputation.
He made the conscious choice to aim it towards business readers rather than academics, but it combines the rigor of academic research with the accessibility of mainstream business books.4/5.
The Nature of Technology is an elegant and powerful theory of technology’s origins and evolution. Achieving for the development of technology what Thomas Kuhn’s The Structure of Scientific Revolutions did for scientific progress, Arthur explains how transformative new technologies arise and how innovation really s: Technological knowledge has a normative component that scientific knowledge does not have.
When we have knowledge of a computer, that often comprises normative judgements: it functions well or it does not function well. In knowledge of technical norms, rules and standards as another type of technological knowledge we also find a normative component.
Reviews the literature on technological change up to the s, arguing that theoretical knowledge of the causes and mechanisms of technological change is much needed.
Purpose of this blog. This is the first of three blogs that examine some basic assumptions about technology and education, based on a review of three books: ‘THE TOWER AND THE CLOUD‘, ‘CATCHING THE KNOWLEDGE WAVE‘, AND ‘THE INTEGRATION OF INFORMATION AND COMMUNICATIONS TECHNOLOGIES IN THE UNIVERSITY‘.
(Click on the titles to see the reviews). For Dugger (), defining a technological subject area first necessitates consideration of the nature of technology. For Locatis (), it is important to consider the relationship between.
Houkes, W. The nature of technological knowledge. In A. Meijers (Ed.), Handbook of the philosophy of science (pp. –, Vol. Philosophy of Technology and Engineering Sciences, Elsevier. Google Scholar. When I run across a book that really shifts my thinking, I write up notes, and sometimes I share those notes publicly.
That is the case with W. Brian Arthur’s The Nature of Technology: What It Is and How It book addresses a complex topic, but Arthur wrote it with the intention of keeping it accessible to the general reader. From the periphery to the center: how technology is changing the way we teach; Navigating new developments in technology and online learning; Chapter 2: The nature of knowledge and the implications for teaching.
Scenario B: A pre-dinner party discussion; Art, theory, research, and best practices in teaching. Meaningful technology education is far more than learning how to use technology.
It entails an understanding of the nature of technology — what technology is, how and why technology is developed, how individuals and society direct, react to, and are sometimes unwittingly changed by technology. This book places these and other issues regarding. Nature of technology In the nature of technology strand, the emphasis is on knowing why.
Students come to understand technology as an intervening force in the world and learn that technological developments are inevitably influenced by (and influence) historical, social, and cultural events. Technological Nature is a deeply compelling book.
Our species spentyears as hunter-gatherers of the African savannah, and Kahn clearly demonstrates that ancestral memories of this are with us still, leaving us with an emotional need for nature and the desire to find substitutions for it. The Book of Nature is a religious and philosophical concept originating in the Latin Middle Ages which views nature as a book to be read for knowledge and understanding.
There also was a book written by Conrad of Megenberg in the 14th century with the original German title of "Buch der Natur". Early theologians [who?] believed the Book of Nature was a source of God's revelation to mankind.
Generally, students are given access to various perspectives about the nature of science & technology like those above: NoS & NoT and, then, are given opportunities to evaluate them in contexts related to knowledge building in science & technology — e.g., in the context of self-directed science and/or invention projects.
Two possible problems. Paradigms, Revolutions, and Technology.- Organizational Aspects of Technological Change.- Cognitive Change in Technology and Science.- Notes Towards a Philosophy of the Science/Technology Interaction.- The Structure of Technological Change: Reflections on a Sociological Analysis of Technology.- Author Index.
Series Title. There are at least three ways of making progress in the study into the nature of technological knowledge. In the first place, it would be worthwhile to draw a comparison between the different approaches through which the nature of technological knowledge has been studied so far: the historical, the design methodological and the philosophical.
To understand the nature and extent of curriculum diversity, it is important at this junc - ture to examine the prescriptive and descriptive definitions offered by some of the past and present leaders in the field.
The prescriptive definitions in Exhibitarranged chrono-logically, have been chosen for their representativeness. EXHIBIT The book offers original insights on the relation between knowledge and technology and its impact on economic development.
Mokyr forcefully conveys the idea that knowledge is both a pre-requisite and an engine for social and economic development. The book is very well written and has lots of exciting ideas and s: Aims & Scope. Nature is a weekly international journal publishing the finest peer-reviewed research in all fields of science and technology on the basis of its originality, importance.