CONCEPT FORMATION: PHYSICS TEACHER AND HIS KNOW-HOW AND KNOW-WHY

Emergent skills in higher education: From know-how to know-where, know-who, know-what, know-when and know-why

New models and strategies have been on trial for the advantage of emerging information and communication technologies over the last decades. Among these, a particular group of technologies impacts the way time and space constraints are now consider. Additionally, the information and knowledge society requires new skills to both the professional and the learner. In particular, considering a high...

The Quest for Know-How, Know-Why, Know-What and Know-Who: Using KAOS for Enterprise Modelling

While the field of information systems engineering is largely focussed on developing methods for complex problems and larger enterprises, less is done to specifically address the needs of smaller organizations like small and medium sized enterprises (SMEs), although they are important drivers of economy. These needs include a better understanding of the processes (knowhow), why things are done ...

Teacher, Know Thyself

Being relatively new to the profession of college teaching, I regularly seek out and devour handbooks on teaching with the hope of making my learning curve a little bit steeper and a lot less painful. So it was with great pleasure and anticipation that I agreed to review The Joy of Teaching by Peter Filene. Surely, a seasoned history professor with six teaching awards and 75 semesters in the cl...

How do we know that we know what we know?

How Science Works’ is now the focus of the national science specifications in English schools. This article is a brief introduction to the philosophy of science from the Greeks to the present day that underpins this notion. From September 2006, the emphasis for teaching science at GCSE is on ‘How Science Works’. This focus will also shape the revisions of the AS and A2 specifications from Septe...

How Scientists Know What Babies Know